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High self-control predicts more positive emotions, better engagement, and higher achievement in school

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Abstract

The control-value theory of academic emotions has emerged as a useful framework for studying the antecedents and consequences of different emotions in school. This framework focuses on the role of control-related and value-related appraisals as proximal antecedents of emotions. In this study, we take an individual differences approach to examine academic emotions and investigate how trait self-control is related to students’ experience of academic emotions. We posited a model wherein trait self-control predicted academic emotions which in turn predicted engagement and perceived academic achievement. Filipino university students answered relevant questionnaires. Results indicated that self-control positively predicted positive academic emotions (enjoyment, hope, and pride) and negatively predicted negative emotions (anger, anxiety, shame, hopelessness, and boredom). Academic emotions, in turn, had a significant impact on engagement, disaffection, and perceived achievement. Implications for exploring synergies between research on trait self-control and the control-value theory of academic emotions are discussed.

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Notes

  1. To further check whether aggregating the scores of the different emotions into omnibus measures of positive and negative emotions was tenable, we also assessed the correlation of each of the distinct emotions with the other relevant variables in the study. We found that the relationship of each of the positive emotions (enjoyment, hope, and pride) to other constructs was generally similar in terms of direction (positive or negative) and magnitude. The same went for the relationship of each of the distinct negative emotions (anger, anxiety, shame, hopelessness, and boredom) to the other constructs. The results justified our decision to aggregate the scores for the sake of parsimony. Given our limited sample size, we also thought it best to minimize the number of freely estimated parameters in the model.

  2. The scores on the self-control scale seem to be quite high given that the maximum score for this scale was 5. The high scores are likely due to acquiescence bias and not to sampling idiosyncracies (e.g., sampling a very select group of students high in self-control). Acquiescence bias refers to the tendency of an individual to consistently agree to questionnaire items regardless of content (Jackson and Messick 1958; Javeline 1999). It is commonly found in collectivist cultures and in cultures with high power distance (Harzing 2006; Johnson et al. 2005; Smith 2004). The Philippines is high in both collectivism and power distance (Hofstede 2001). Self-report attitude questionnaires conducted in collectivist cultures are all prone to acquiescence bias, which is considered an aspect of cultural communication style (Smith 2004). However, we do not think it poses serious methodological problems in our study given that we were not interested in making cross-cultural comparisons on mean scores. Taking acquiescence bias into account becomes more relevant for cross-cultural comparisons (Fischer 2004; Ten Berge 1999).

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Authors and Affiliations

  1. Learning Sciences Lab, National Institute of Education, Nanyang Technological University, NIE5-B3-62, 1 Nanyang Walk, Singapore, 637616

    Ronnel B. King

  2. Department of English and Applied Linguistics, College of Education De La Salle University, Manila, Philippines

    Marianne Jennifer M. Gaerlan

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  1. Ronnel B. King
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Ronnel B. King. Learning Sciences Lab, National Institute of Education, Nanyang Technological University, NIE5-B3-62, 1 Nanyang Walk, Singapore 637616. Tel: (65) 6219 6188; Email: ronnel.king@gmail.com; ronnel.king@nie.edu.sg

Current themes of research:

Motivation and learning in cross-cultural settings. Educational measurement.

Most relevant publications in the field of Psychology of Education:

King, R.B., McInerney, D.M., & Watkins, D.A. (2012). How you think about your intelligence determines how you feel in school: The role of theories of intelligence on academic emotions. Published Online First 15 May 2012. Learning and Individual Differences.

King, R.B. (2012). How you think about your intelligence influences how adjusted you are: Implicit theories and adjustment outcomes. Personality and Individual Differences, 53, 705–709.

King, R.B., McInerney, D.M., & Watkins, D.A. (2012). Competitiveness is not that bad…at least in the East: Testing the hierarchical model of achievement motivation in the Asian setting. International Journal of Intercultural Relations, 36, 446–457.

King, R.B., & Watkins, D.A. (2012). Cross-cultural validation of the five-factor structure of social goals. Journal of Psychoeducational Assessment, 30(2), 181–193.

King, R.B., McInerney, D.M., & Watkins, D.A. (2012). Studying for the sake of others: The role of social goals on academic engagement. Educational Psychology, 32(6), 749–776.

Marianne Jennifer M. Gaerlan. Department of English and Applied Linguistics, College of Education, De La Salle University, Manila. Email: mjgaerlan@yahoo.com; marianne.gaerlan@dlsu.edu.ph

Current themes of research:

Applied linguistics. Consensual qualitative research. Motivation in school settings.

Most relevant publications in the field of Psychology of Education:

Bernardo, A. B. I., & Gaerlan, M. J. M. (2013). English medium of instruction in Philippine higher education institutions: MOI policy development in an oligarchy. In C. Davison & N. Bruce (Eds.), Language issues in English-medium universities across Asia. Hong Kong: Hong Kong University Press.

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King, R.B., Gaerlan, M.J.M. High self-control predicts more positive emotions, better engagement, and higher achievement in school. Eur J Psychol Educ 29, 81–100 (2014). https://doi.org/10.1007/s10212-013-0188-z

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