The Role of perceived teacher affective support and sense of relatedness in achievement emotions of middle school students in EFL classrooms

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2017
Kök, Ezgi Hazal
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The aim of the present study was to investigate the role of perceived teacher affective support and sense of relatedness in middle school students’ achievement emotions experienced in EFL classes. The study also included individual variables (gender and grade level) to examine the relationship between these variables and English achievement emotions. There were 810 5th, 6th, and 7th grade students who participated from two districts in Ankara and were administered Achievement Emotions Questionnaire- English (AEQ-E), Perceived Teacher Affective Support (PTAS) Scale, and Relatedness to Peers Scale as data collection instruments. Among the scales, Relatedness to Peers Scale was adapted to the Turkish language by the researcher in the present study. Confirmatory Factor Analysis of the AEQ-E revealed the factor structure with seven emotion dimensions whose Cronbach alpha coefficients ranged from .82 to .89. PTAS scale yielded one-factor structure with high reliability coefficient of .95; whereas Relatedness to Peers scale with four items and one-factor structure showed an acceptable Cronbach alpha coefficient of .74. Multivariate Analysis of Variance results demonstrated that there were not any significant gender differences in English achievement emotions. On the other hand, significant grade level differences were found in English achievement emotions, except pride, anxiety, and hopelessness. Canonical correlation results revealed that both perceived teacher affective support and relatedness to peers were positive predictors of positive emotions (enjoyment and pride) and negative predictors of negative emotions (anger, anxiety, hopelessness, boredom, and shame). Same pattern of relationship was also observed for each grade level in the study. 
English language, Educational psychology., Teacher effectiveness., Teachers, Student aspirations.
http://etd.lib.metu.edu.tr/upload/12621547/index.pdf
https://hdl.handle.net/11511/26751
Graduate School of Social Sciences, Thesis

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Citation Formats
E. H. Kök, “The Role of perceived teacher affective support and sense of relatedness in achievement emotions of middle school students in EFL classrooms,” M.S. - Master of Science, Middle East Technical University, 2017.
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