shirin hasani; Ali Mashhadi
Volume 25, Issue 2 , May and June 2018, , Pages 259-266
Abstract
Background and Objectives: Recently, emotions and their psychological impact on different variables have attracted a special attention. Therefore, this study was aimed to investigate the role of emotions (positive and negative) in Students’ goals. Materials & Methods: In this descriptive-correlation ...
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Background and Objectives: Recently, emotions and their psychological impact on different variables have attracted a special attention. Therefore, this study was aimed to investigate the role of emotions (positive and negative) in Students’ goals. Materials & Methods: In this descriptive-correlation study, based on random cluster sampling, a total of 201 subjects of all 420 students of physical education in 2010-2011 (in Ferdowsi University of Mashhad) were recruited, using Morgan Table. To achieve the objectives of the questionnaires, goal orientation scales and positive and negative affectivity were used. Data were interpreted using descriptive statistics, Pearson correlation, and regression analysis. Results: A positive and significant relationship exists between mastery-approach (r=0.19, p<0.01) and mastery-avoidance goals with positive affect (r=0.23, p<0.01). There is a significant relationship between the negative emotions with the goal of functional-avoidance (r=0.15, p<0.05) and those with the goal of mastery-avoidance (r=-0.16, p<0.05). Positive affect was able to predicts the goals of progress in mastery-approach and functional-approach (p=0.05), while functional-avoidance and mastery-avoidance goals were predictable by negative affect (p=0.049). Conclusion: The results showed that the choice of objectives by students can be involved in their emotional aspects.