The Importance of Students' Goals in Their Emotional Experience of Academic Failure: Investigating the Precursors and Consequences of Shame
The Importance of Students' Goals in Their Emotional Experience of Academic Failure: Investigating the Precursors and Consequences of Shame
复制标题
学生目标在学业失败情感体验中的重要性：调查羞耻的前兆和后果
DOI：
--
复制
发表时间：
2002
期刊：
影响因子：
--
通讯作者：
D. Schallert
中科院分区：
文献类型：
--
作者：
Jeannine E. Turner;J. Husman;D. Schallert
本文以羞愧情绪为例，探讨学生目标与情绪的关系。利用自我调节和动机的框架，文章讨论了这种潜在破坏性情绪的前兆和后果。研究表明，动机和目标相关的过程可能与触发羞耻反应有关，但它们也有助于羞耻弹性。具体来说，这篇文章认为，拥有清晰、重要的未来目标——课程成绩或课程信息与之有工具联系——特别有助于学生从羞耻反应中恢复过来。然而，这篇文章的结论是，有未来的目标，为学生从事学习活动提供动力，不足以带来羞耻的恢复。为了实现未来的学业目标，学生必须具备一系列的学习策略和意志策略，以及自我监控策略、元认知策略和自我调节策略，这些都将有助于获得即时的学习目标。
This article uses the emotion of shame as an example for exploring relations of students' goals and emotions. Using the framework of self-regulation and motivation, the article discusses the precursors and consequences of this potentially devastating emotion. The research suggests that motivational and goal-related processes may be associated with triggering a shame reaction, but that they also can contribute to shame resiliency. Specifically, the article argues that having clear, important future goals-for which the course grade or course information is instrumentally connected-particularly facilitates students' recovery from a shame reaction. The article concludes, however, that having future goals that supply motivating power for students to engage in learning activities is not sufficient to bring about shame recovery. For students to obtain their future academic goals, they must have a repertoire of study strategies and volitional strategies as well as self-monitoring strategies, metacognitive strategies, and self-regulation that will facilitate the acquisition of immediate learning goals.
评估羞耻和内疚倾向的个体差异：自我意识情感和归因量表的发展。
影响因子：
7.6
作者：
Tangney,JP
通讯作者：
Tangney,JP