The Moderating Effects of Achievement Emotions on Relations between Expectancy-value Appraisals and Academic Delay of Gratification
Volume 5 - Issue 1
Dylan Marshall Hamid GomariPages: 0-0 Download Count : 53 View Count: 74 DOI Number 10.17220/ijpes.2018.01.002
In order to be successful learners in the technology-rich learning environment of social studies classes in international high schools it is important for students to focus their efforts and attention on academic tasks. Their cognitions and emotions work together to affect their decision to engage or delay their studies. In the theoretical context of the expectancy-value theory, this study employed a quantitative, cross-sectional, explanatory non-experimental design to investigate the moderating effects of the achievement emotions on predictive relations between expectancy-value appraisals and Academic Delay of Gratification (ADOG) (N=1559). The study found that anxiety buffered predictive relations between academic control, interest value, cost value and ADOG. The results of the study are discussed in terms of implications for the important role of appraisals and ADOG in the technology-rich learning environment of social studies classes in international schools.
- achievement emotions
- academic delay of gratification