An intervention promoting understanding of achievement emotions with middle school students
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An intervention promoting understanding of achievement emotions with middle school students Daniela Raccanello 1
& Rob Hall
2
Received: 4 May 2020 / Revised: 11 August 2020 / Accepted: 12 August 2020 # The Author(s) 2020
Abstract
This study investigated the efficacy of an evidence-based intervention aimed at enhancing middle school students’ understanding of achievement emotions and their regulation. We used the control-value theory of achievement emotions and ability conception from emotional intelligence as a theoretical framework. Participants were 62 students followed longitudinally from seventh to eighth grade, assigned to an experimental or a control condition. Pre- and post-test measures assessed knowledge on achievement emotions, strategies to regulate achievement emotions, native language-related achievement emotions, and grades. The intervention was embedded within the native language domain and included ten units. We focused on a range of ten positive and negative, activating and deactivating emotions, and associated emotion regulation strategies. Compared to the control group, students in the experimental group improved knowledge of emotional lexicon and emotion strategies; they decreased some negative native language-related emotions; and only boys increased native language-related grades. The findings supported the efficacy of the training and were discussed referring to relevant theoretical approaches. Keywords Achievement emotions . Understanding emotions . Regulating emotions . Achievement . Middle school students This article is based on two conference communications (Raccanello, 2017; Raccanello & Ferronato, 2016). Electronic supplementary material The online version of this article (https://doi.org/10.1007/s10212-02000498-x) contains supplementary material, which is available to authorized users.
* Daniela Raccanello [email protected] Rob Hall [email protected]
1
Department of Human Sciences, University of Verona, Lungadige Porta Vittoria 17, 37129 Verona, Italy
2
Sydney, Australia
D. Raccanello, R. Hall
Acquiring an understanding of people’s emotional functioning allows individuals to adapt successfully to social contexts (Denham et al. 2012a; Rivers et al. 2012; Saarni 1999). Within the revised ability model of emotional intelligence (EI; Mayer and Salovey 1997; Salovey and Mayer 1990), this knowledge relates to the third branch of EI, involving reflections on the nature of emotions and the regulation of emotional processes (Goetz and Bieg 2016; Goetz et al. 2005). An increasing body of research, mainly under the larger umbrella of social and emotional learning (SEL; Brackett and Rivers 2014), has demonstrated that single or multiple components of EI can be fostered through specific interventions. However, such interventions have rarely involved achievement emotions, defined as prospective, concurrent, or retrospective reactions to learning activities or outcomes (Pekrun 2006). In light of the recursive nature of the relations between emotional, motivational, and
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