University Students' Emotion During Online Search Task: A Multiple Achievement Goal Perspective

References

• Ahmed, W., van der Werf, G., Kuyper, H., & Minnaert, A. (2012). Emotions, self-regulated learning, and achievement in mathematics: A growth curve analysis. Journal of Educational Psychology, 105, 150–161. doi:10.1037/a0030160
   Web of Science ®Google Scholar
• Averill, J. R., Chon, K. K., & Hahn, D. W. (2001). Emotions and creativity, East and West. Asian Journal of Social Psychology, 4, 165–183. doi:10.1111/1467-839X.00084
   Web of Science ®Google Scholar
• Bjørnebekk, G., Gjesme, T., & Ulriksen, R. (2011). Achievement motives and emotional processes in children during problem-solving: Two experimental studies of their relation to performance in different achievement goal conditions. Motivation and Emotion, 35, 351–367. doi:10.1007/s11031-011-9224-y
   PubMed Web of Science ®Google Scholar
• Boekaerts, M., de Koning, E., & Vedder, P. (2006). Goal-directed behavior and contextual factors in the classroom: An innovative approach to the study of multiple goals. Educational Psychologist, 41, 33–51. doi:10.1207/s15326985ep4101_5
   Web of Science ®Google Scholar
• Brand-Gruwel, S., Wopereis, I., & Vermetten, Y. (2005). Information problem solving by experts and novices: Analysis of a complex cognitive skill. Computers in Human Behavior, 21(3), 487–508.
   Web of Science ®Google Scholar
• Bråten, I., & Olaussen, B. S. (2005). Profiling individual differences in student motivation: A longitudinal cluster-analytic study in different academic contexts. Contemporary Educational Psychology, 30(3), 359–396. doi:10.1016/j.cedpsych.2005.01.003
   Web of Science ®Google Scholar
• Brown, K. M. (1996). The role of internal and external factors in the discontinuation of off-campus students. Distance Education, 17, 14–71. doi:10.1080/0158791960170105
   Google Scholar
• Carver, C. S., & Scheier, M. F. (1998). On self-regulation of behavior. New York, NY: Cambridge University Press.
   Google Scholar
• Custers, R., & Aarts, H. (2005). Positive affect as implicit motivator: On the nonconscious operation of behavioral goals. Journal of Personality and Social Psychology, 89, 129–142. doi:10.1037/0022-3514.89.2.129
   PubMed Web of Science ®Google Scholar
• Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584–608. doi:10.1016/j.cedpsych.2007.08.002
   Web of Science ®Google Scholar
• Daniels, L. M., Stupnisky, R. H., Pekrun, R., Haynes, T. L., Perry, R. P., & Newall, N. E. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101, 948–963. doi:10.1037/a0016096
   Web of Science ®Google Scholar
• Elliot, A. J., & Fryer, J. W. (2008). The goal concept in psychology. In J. Shah & W. Gardner (Eds.), Handbook of motivational science (pp. 235–250). New York, NY: Guilford Press.
   Google Scholar
• Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519. doi:10.1037/0022-3514.80.3.501
   PubMed Web of Science ®Google Scholar
• Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613–628. doi:10.1037/0022-0663.100.3.613
   Web of Science ®Google Scholar
• Elliot, A. J., & Pekrun, R. (2007). Emotion in the hierarchical model of approach-avoidance achievement motivation. In P. A. Schutz, and R. Pekrun (Eds.), Emotions in education (pp. 57–73). Amsterdam, The Netherlands: Elsevier.
   Google Scholar
• Elliot, A. J., & Thrash, T. M. (2002). Approach-avoidance motivation in personality: Approach and avoidance temperaments and goals. Journal of Personality and Social Psychology, 82(5), 804–818. doi:10.1037/0022-3514.82.5.804
   PubMed Web of Science ®Google Scholar
• Everitt, B. S., Landau, S., & Leese, M. (2001). Cluster analysis. London, UK: Arnold.
   Google Scholar
• Feldman Barrett, L., & Russell, J. A. (1998). Independence and bipolarity in the structure of current affect. Journal of Personality and Social Psychology, 74, 967–984. doi:10.1037/0022-3514.74.4.967
   Web of Science ®Google Scholar
• Ford, N., & Miller, D. (1996). Gender differences in Internet perceptions and use. Aslib Proceedings, 48, 183–192.
   Google Scholar
• Goetz, T., Pekrun, R., Hall, N., & Haag, L. (2006). Academic emotions from a social-cognitive perspective: Antecedents and domain specificity of students' affect in the context of Latin instruction. British Journal of Educational Psychology, 76, 289–308. doi:10.1348/000709905×42860
   PubMed Web of Science ®Google Scholar
• Green, D. P., Goldman, S. L., & Salovey, P. (1993). Measurement error masks bipolarity in affect ratings. Journal of Personality and Social Psychology, 64, 1029–1041. doi:10.1037/0022-3514.64.6.1029
   PubMed Web of Science ®Google Scholar
• Hahn, D. W., Lee, K., & Ashton, M. C. (1999). A factor analysis of the most frequently used Korean personality trait adjectives. European Journal of Personality, 13, 261–282. doi:10.1002/(SICI)1099-0984
   Web of Science ®Google Scholar
• Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1995). Multivariate data analysis with readings. Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Hara, N. (2000). Students' distress with a web-based distance education course. Information, Communication, and Society, 3, 557–579. doi:10.1080/13691180010002297
   Google Scholar
• Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638–645. doi:10.1037/0022-0663.94.3.638
   Web of Science ®Google Scholar
• Huang, C. (2011). Achievement goals and achievement emotions: A meta-analysis. Educational Psychology Review, 23, 359–388. doi:10.1007/s10648-011-9155-x
   Web of Science ®Google Scholar
• Jang, L. Y., & Liu, W. C. (2012). 2×2 Achievement goals and achievement emotions: A cluster analysis of students' motivation. European Journal of Psychology of Education, 27, 59–76. doi:10.1007/s10212-011-0066-5
   Web of Science ®Google Scholar
• Joiner, R., Brosnan, M., Duffield, J., Gavin, J., & Maras, P. (2007). The relationship between Internet identification, Internet anxiety and Internet use. Computers in Human Behavior, 23, 1408–1420. doi:10.1016/j.chb.2005.03.002
   Web of Science ®Google Scholar
• Kalbach, J. (2006). “I'm feeling lucky”: The role of emotions in seeking information on the web. Journal of the American Society for Information Science, 57, 813–818. doi:10.1002/asi.20299
   Web of Science ®Google Scholar
• Kitayama, S., Mesquita, B., & Karasawa, M. (2006). Cultural affordances and emotional experience: Socially engaging and disengaging emotions in Japan and the United States. Journal of Personality and Social Psychology, 91, 890–903. doi:10.1037/0022-3514.91.5.890
   PubMed Web of Science ®Google Scholar
• Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory Into Practice, 41(4), 212–218.
   Web of Science ®Google Scholar
• Kuan, G., & Roy, J. (2007). Goal profiles, mental toughness and its influence on performance outcomes among Wushu athletes. Journal of Sports Science and Medicine, 6, 28–33.
   PubMed Web of Science ®Google Scholar
• Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19, 141–184. doi:10.1007/s10648-006-9012-5
   Web of Science ®Google Scholar
• Lam, B. T. (2006). Self-construal and socio-emotional development among Vietnamese-American adolescents: An examination of different types of self-construal. International Journal of Behavioral Development, 30, 67–75. doi:10.1177/0165025406062125
   Web of Science ®Google Scholar
• Larsen, J. T., McGraw, P., & Cacioppo, J. T. (2001). Can people feel happy and sad at the same time? Journal of Personality and Social Psychology, 81, 684–696. doi:10.1037/0022-3514.81.4.684
   PubMed Web of Science ®Google Scholar
• Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36(1), 13–24. doi:10.1016/j.cedpsych.2010.09.001
   Web of Science ®Google Scholar
• Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Maehr, M. L. (1989). Thoughts about motivation. In C. Ames & R. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 299–315). New York, NY: Academic Press.
   Google Scholar
• Maki, R. H., Maki, W. S., Patterson, M., & Whittaker, P. D. (2000). Evaluation of a web-based introductory psychology course: Learning and satisfaction in on-line versus lecture courses. Behavior Research Methods, Instruments and Computers, 32, 230–239. doi:10.3758/BF03207788
   PubMedGoogle Scholar
• Malka, A., & Covington, M. V. (2005). Perceiving school performance as instrumental to future goal attainment: Effects on graded performance. Contemporary Educational Psychology, 30, 60–80. doi:10.1016/j.cedpsych.2004.04.001
   Web of Science ®Google Scholar
• McGregor, H. A., & Elliot, A. J. (2002). Achievement goals as predictors of achievement-relevant processes prior to task engagement. Journal of Educational Psychology, 94, 381–395. doi:10.1037/0022-0663.94.2.381
   Web of Science ®Google Scholar
• Meece, J. L., & Holt, K. (1993). A pattern analysis of students' achievement goals. Journal of Educational Psychology, 85, 582–590. doi:10.1037/0022-0663.85.4.582
   Web of Science ®Google Scholar
• Meece, J. L., Anderman, E. M., & (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review Psychology, 57, 487–503. doi:10.1146/annurev.psych.56.091103.070258
   PubMed Web of Science ®Google Scholar
• Morris, W. N. (1989). Mood: The frame of mind. New York, NY: Springer.
   Google Scholar
• Mugny, G., & Doise, W. (1978). Socio-cognitive conflict and structure of individual and collective performances. European Journal of Social Psychology, 8, 181–192. doi:10.1002/ejsp.2420080204
   Web of Science ®Google Scholar
• Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and students' engagement. In S. L. Christenson, A. L. Reschly & C. Wylie (Eds.), The Handbook of research on student engagement (pp. 259–282). New York, NY: Springer. doi:10.1007/978-1-4614-2018-7_12
   Google Scholar
• Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583–597. doi:10.1037/0022-0663.98.3.583
   Web of Science ®Google Scholar
• Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101, 115–135. doi:10.1037/a0013383
   Web of Science ®Google Scholar
• Pekrun, R., Goetz, T., Titz, W., & Perry, R. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91–105. doi:10.1207/S15326985EP3702_4
   Web of Science ®Google Scholar
• Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92–104. doi:10.1006/ceps.1999.1017
   PubMed Web of Science ®Google Scholar
• Rawsthorne, L. J., & Elliot, A. J. (1999). Achievement goals and intrinsic motivation: A meta-analytic review. Personality and Social Psychology Review, 3, 326–344. doi:10.1207/s15327957pspr0304_3
   PubMedGoogle Scholar
• Riveiro, J. M. R., Cabanach, R. G., & Arias, A. V. (2001). Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies. British Journal of Educational Psychology, 71, 561–572. doi:10.1348/000709901158677
   PubMed Web of Science ®Google Scholar
• Romensburg, H. C. (1985). Cluster analysis for researchers. Belmont, CA: Lifetime Learning.
   Google Scholar
• Russell, J. A., & Carroll, J. M. (1999). On the bipolarity of positive and negative affect. Psychological Bulletin, 125, 3–30. doi:10.1037/0033-2909.125.1.3
   PubMed Web of Science ®Google Scholar
• Stein, N., Trabasso, T., & Liwag, M. (1993). Mental stimulation, motivation and action. In P. Gollwitzer & J. Bargh (Eds.), The psychology of action: Linking cognition and motivation to behavior (pp. 279–300). New York, NY: Guilford.
   Google Scholar
• Tellegen, A., Watson, D., & Clark, L. A. (1994, August). Modeling dimensions of mood. Paper presented at the 102nd Annual Convention of the American Psychological Association, Los Angeles, CA.
   Google Scholar
• Tulis, M, & Ainley, M. (2011). Interest, enjoyment and pride after failure experiences? Predictors of students' state-emotions after success and failure during learning in mathematics. Educational Psychology, 31, 779–807. doi:10.1080/01443410.2011.608524
   Web of Science ®Google Scholar
• Van Yperen, N. W. (2006). A novel approach to assessing achievement goals in the context of the 2 × 2 framework: Identifying distinct profiles of individuals with different dominant achievement goals. Personality and Social Psychology Bulletin, 32, 1432–1445. doi:10.1177/0146167206292093
   PubMed Web of Science ®Google Scholar
• Williams, K. J., Donovan, J. J., & Dodge, T. L. (2000). Self-regulation of performance: Goal establishment and goal revision processes in athletes. Human Performance, 13, 159–180. doi:10.1207/s15327043hup1302_3
   Web of Science ®Google Scholar
• Yu, K., & Martin, A. J. (2014). Personal best (PB) and ‘classic’ achievement goals in the Chinese context: Their role in predicting academic motivation, engagement and buoyancy. Educational Psychology, 34(5), 635–658. doi:10.1080/01443410.2014.895297
   Web of Science ®Google Scholar
• Zeidner, M. (2007). Test anxiety in educational contexts: Concepts, findings, and future directions. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 165–184). San Diego, CA: Elsevier Academic Press.
   Google Scholar
• Zhou, M. (2013). Using traces to investigate self-regulatory activities: A study of self-regulation and achievement goal profiles in the context of web search for academic tasks. Journal of Cognitive Education and Psychology, 12(3), 287–305. doi:10.1891/1945-8959.12.3.287
   Google Scholar