Perceived instructor affective support in relation to academic emotions and motivation in college
Year: 2011
Type: article
Study design: Observational Study
Abstract: The purpose of the present study was to examine the associations among perceived instructor affective support, academic enjoyment, academic hopelessness, behavioural engagement and academic help seeking in college classrooms. A self-report survey was administered to 277 college students enrolled in a teacher training department of a major university in Turkey. Structural equation modelling was used for data analysis. Perceived instructor affective support, either directly and/or indirectly, related to all emotional and motivational variables presented in the structural model. Findings signify the necessity of providing affectively supportive learning environments not only in K12 classrooms but also in college classrooms. The implications for practice and future research as well as the limitations are discussed.
Source: Educational Psychology
Author: Gonul Sakiz
Institution: Marmara University
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2137353000