Academic Emotions

The current study aimed to propose a model for academic emotions based on the quality of parent-child relationships by the mediation of the psychological capital. It was conducted as a descriptive-correlation study and the data were analyzed using the structural equation modeling. The statistical population consisted of all the 10th-grade female students in the 5th district of Tehran during 2016-17 with a population of about 4,000 students, of which Four hundred of them were randomly selected using multi-stage cluster sampling. Fine, J. Morland and Schubel Parent-Child Relationship Scale (PCRS) (1983), Lutans and Avilo Psychological Capital Questionnaire (PCQ) (2007), and Pekrun, Goetz, and Frenzel Academic Emotion Questionnaire (AEQ) (2005) were used to collect data. The data were analyzed using SPSS and LISREL (p<0.05). The results showed that academic emotions were directly affected by the quality of father-child and mother-child relationships and the psychological capital. Moreover, the quality of parent-child relationships indirectly affected academic emotions by the mediation of the psychological capital. The findings of this study can be applied to increase students' positive emotions and decrease their negative emotions by improving the quality of parent-child relationships and the psychological capital variables (i.e., self-efficacy, hope, resilience, and optimism).

The present study set out to chart the experience of Foreign Language Enjoyment (FLE) and its antecedents in online education settings using the genealogy of emotion (Zembylas, 2002, 2008) as the theoretical framework. To fulfill this aim, e-learners in EFL classes were asked to keep emotion diaries for a semester-long period. The emotion diaries reporting the experience of FLE were then analyzed using Pekrun’s (2014) taxonomy of emotions in connection to FLE including achievement-related FLE, epistemically-related FLE, topic-related FLE, and socially-related FLE. Analysis of results indicated that teachers, peers, and family members were the main sources of FLE in the social category. Additionally, achievement in exams and classroom tasks and activities, topics related to students’ local cultural and social context, in conjunction with cognitively demanding tasks and questions that required learners to struggle over finding the answers were reported as other antecedents of enjoyment in online setting. It was discussed that Pekrun’s model (2014) is a good fit for the analysis of the origin of single emotions like FLE as the previous data-driven analyses missed out on some of the main antecedents of FLE. Finally, the theoretical and practical implications were discussed especially for teachers.