The role of self-efficacy, goal orientation and task- value in predicting the math academic emotions

The purpose of the present study was to determine the relationship between self-efficacy, task value and intrinsic-extrinsic goal orientation with achievement emotions included enjoyment, boredom, pride and shame in math. Correlation method was used in this study. The statistical population was female and male high school students of five district of education in Tabriz were enrolled in the academic year 92-93. From this population, a sample of 345 students (167 girls, 178 boys) were selected by multi-stage cluster sampling method. For collecting data, academic emotions questionnaire and self-regulated learning questionnaire were used. Data analysis was performed using the Pearson correlation coefficient and stepwise regression analyzes. Correlation matrix showed a significant positive relationship between emotions of enjoyment and pride with the motivational variables. Stepwise regression analysis showed that self-efficacy and task value, were explained 35 % of the variance of enjoyment in mathematics. Motivational factors of task value, self-efficacy and extrinsic goal orientation predicted 21% of the variance of boredom in math classes. For achievement emotion of pride, the only significant predictor, was self-efficacy with 8% variance explaining. Self-efficacy and extrinsic goal orientation predicted 12% of the variance of shame as an achievement emotion.