Developing a Chinese version of Achievement Emotion Questionnaire

Emotion is the foundation of learning” (Zull, 2006, p. 7). It is emotion that makes the learner to start notice something and triggers the learning process. It affects what is learned and what is retained. Yet, emotion is a double-edged sword. While emotion can serve as a motivator for learning, it can also hinder one from learning effectively, which can be shown by the diminished ability for higher-order problem solving duirng intense emotions. Notwithstanding the significant role of emotions in learning, educational research has given relatively short shrift to it with the bulk of the research focused on the ‘cold’ cognitive aspects of learning and teaching. The aim of this symposium is to explore the role of emotions in learning and teaching in a diverse range of contexts.
The first study focused on how perfectionism and self-compassion are associated with test-related hope in the primary school context. Test-related hope is an emotion that affects academic achievement. The second study looked at achievement emotions of the secondary students. It examined how positive and negative emotions are related to academic performance. The third study investigated how emotional intelligence influence self-directed learning and student learning outcomes in higher education. Given the adverse effects of negative emotions in learning, good management of emotions engenders learning success. The fourth study highlighted the relationship between teacher emotions and their approaches to teaching, illuminating the possibility that emotions are not only critical for learning but also for teaching.
This symposium will facilitate discussions on the role of emotions in learning and teaching as well as its implications for student and teacher development. Copyright © 2017 The Education University of Hong Kong.