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The Nexus between emotional, metacognitive, and motivational facets of academic achievement among Iranian university students

The Nexus between emotional, metacognitive, and motivational facets of academic achievement among... PurposeThe purpose of this paper is to scrutinize university students’ affective experiences in academic contexts as well as the ways to integrate affection into existing models of motivation and learning. In particular, it probed 235 English as foreign language (EFL) students’ emotional exhaustion by investigating its role in their intrinsic motivation, effort regulation, and academic achievement. It also sought to examine the impact of intrinsic motivation on effort regulation and academic achievement as well as the effect of effort regulation on academic achievement among Iranian university students.Design/methodology/approachTo do so, two distinctive questionnaires, namely; the “student version of Maslach Burnout Inventory” (Schaufeli et al., 2002) and the “Motivated Strategies for Learning Questionnaire” (Pintrich and DeGroot, 1990) were administered to the participants. The data were analyzed via structural equation modeling (SEM).FindingsThe findings of the study yielded via SEM revealed that students’ emotional exhaustion negatively predicted students’ intrinsic motivation, effort regulation, and academic achievement. It was also found that intrinsic motivation significantly and positively predicted effort regulation and academic achievement. Finally, effort regulation was found to be a positive and significant predicator of university students’ academic achievement.Originality/valueWhile a plethora of studies, thus far, strived to investigate the concept of burnout in different contexts, there is still a scant body of research attempting to delve into the most significant dimension of the syndrome (i.e. emotional exhaustion), and, to the best knowledge of the present researchers, no documented study to date has studied Iranian university EFL students’ emotional exhaustion, intrinsic motivation, and effort regulation within a single framework. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Higher Education Emerald Publishing

The Nexus between emotional, metacognitive, and motivational facets of academic achievement among Iranian university students

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2050-7003
DOI
10.1108/JARHE-05-2017-0060
Publisher site
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Abstract

PurposeThe purpose of this paper is to scrutinize university students’ affective experiences in academic contexts as well as the ways to integrate affection into existing models of motivation and learning. In particular, it probed 235 English as foreign language (EFL) students’ emotional exhaustion by investigating its role in their intrinsic motivation, effort regulation, and academic achievement. It also sought to examine the impact of intrinsic motivation on effort regulation and academic achievement as well as the effect of effort regulation on academic achievement among Iranian university students.Design/methodology/approachTo do so, two distinctive questionnaires, namely; the “student version of Maslach Burnout Inventory” (Schaufeli et al., 2002) and the “Motivated Strategies for Learning Questionnaire” (Pintrich and DeGroot, 1990) were administered to the participants. The data were analyzed via structural equation modeling (SEM).FindingsThe findings of the study yielded via SEM revealed that students’ emotional exhaustion negatively predicted students’ intrinsic motivation, effort regulation, and academic achievement. It was also found that intrinsic motivation significantly and positively predicted effort regulation and academic achievement. Finally, effort regulation was found to be a positive and significant predicator of university students’ academic achievement.Originality/valueWhile a plethora of studies, thus far, strived to investigate the concept of burnout in different contexts, there is still a scant body of research attempting to delve into the most significant dimension of the syndrome (i.e. emotional exhaustion), and, to the best knowledge of the present researchers, no documented study to date has studied Iranian university EFL students’ emotional exhaustion, intrinsic motivation, and effort regulation within a single framework.

Journal

Journal of Applied Research in Higher Education – Emerald Publishing

Published: Oct 9, 2017

References

  • A probe in to the main de-motivating factors among Iranian EFL learners
  • On the impact of achievement goal-orientations on EFL university students’ demotivation
  • Teacher motivation and its relationship to burnout
  • What ‘demotivates’ language learners? Qualitative study on demotivational factors and learners’ reactions
  • Does training on self-regulated learning facilitate students’ learning with hypermedia?