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Achievement emotions are emotions linked to academic, work, or sports achievement activities (activity emotions) and their success and failure outcomes (outcome emotions). Recent evidence suggests that achievement emotions are linked to motivational, self-regulatory, and cognitive processes that are crucial for academic success. Despite the importance of these emotions, syntheses of empirical findings investigating their relation with student achievement are scarce. We broadly review the literature on achievement emotions with a focus on activity-related emotions including enjoyment, anger, frustration, and boredom, and their links to educational outcomes with two specific aims: to aggregate all studies and determine how strongly related those emotions are to academic performance, and to examine moderators of those effects. A meta-analytical review was conducted using a systematic database of 68 studies. The 68 studies included 57 independent samples for enjoyment (N = 31,868), 25 for anger (N = 11,153), 9 for frustration (N = 1418), and 66 for boredom (N = 28,410). Results indicated a positive relation between enjoyment of learning and academic performance ([rho] = 0.27), whereas the relations were negative for both anger ([rho] = - 0.35) and boredom ([rho] = - 0.25). For frustration, the relation with performance was near zero ([rho] = - 0.02). Moderator tests revealed that relations of activity emotions with academic performance are stronger when (a) students are in secondary school compared with both primary school and college, and (b) the emotions are measured by the Achievement Emotions Questionnaires -- Mathematics (AEQ-M). Theoretical and practical implications are discussed.

Dewey's vision for schooling can perhaps be described as an early positive education, a term now attributed to programmes derived from positive psychology. Positive psychology's goals for education share many of Dewey's ideas about community-mindedness and the role of education in nurturing citizenship. Having emerged from positive psychology, however, current programmes under the umbrella of positive education differ in that they are grounded in science rather than philosophy and are sometimes criticised for being morally neutral and individualistic. In this paper, we argue that the work of Dewey may address these challenges by contributing an understanding of the pragmatic connection between philosophy and psychology, as well as a more social view of education through occupations.

Drawing from self-determination theory (SDT) and a database of 1,320 correlations across 131 independent samples (N = 38,844), we conduct a systematic review and meta-analysis of coach autonomy support in sport and exercise settings. Results showed autonomy support was strongly positively associated with athlete well-being and negatively associated with distress. Consistent with SDT, meta-analyzed correlations were strongest for autonomous forms of athlete motivation (ρ =.39) and weaker for controlled forms of motivation (introjected regulation ρ =.16, external regulation ρ = −.01), and negative with amotivation (ρ = −.19). We found strong positive associations between autonomy support and athlete basic psychological needs for autonomy, competence, and relatedness and very strong associations between autonomy support and other climate or behavioral supports for athlete basic psychological needs: competence support; relatedness support; structure; involvement; and task-involving climates. Effects were not moderated by culture, with collectivist and individualist cultures generally yielding effects in the strong range (ρ ≥.35), providing support for the assumption within SDT of universal benefits of autonomy support. Effects were also not moderated across types of sport. We discuss implications of the review and suggest coach autonomy support is consistent with environments supporting autonomous motivation, basic psychological needs, and well-being. [ABSTRACT FROM AUTHOR]

Summary: Volunteers represent a global workforce equivalent to 61 million full‐time workers. A significant decline in volunteering has highlighted the urgency to better understand and address turnover amongst volunteers. To address this, we conducted a systematic review and meta‐analysis of turnover amongst volunteers. We also examined whether staying or leaving has different predictors. The meta‐analysis integrated and synthesized 117 studies, encompassing 1104 effect sizes across 55 335 volunteer workers, to identify and quantify relationships between turnover and the broad range of variables that have been examined in the volunteer work domain. Amongst the strongest predictors of volunteer turnover were attitudinal variables, in particular, job satisfaction (ρ = −.58), affective commitment (ρ = −.58), engagement (ρ = −.54) and organizational commitment (ρ = −.54). Contextual variables that showed the largest effects included communication (ρ =.62), organizational support (ρ = −.61) and the quality of the relationship between volunteers and their leader (leader‐member exchange, ρ = −.55). We synthesize our findings into an integrative framework delineating the predictors of volunteer turnover. In doing so, we extend turnover research to consider non‐remunerated work contexts and provide a basis for developing turnover theory that is responsive to the unique experience of volunteers. [ABSTRACT FROM AUTHOR]

Social connection and agency are typically conceptualized as antecedents of well-being, yet the relative contributions of each for well-being are not yet well known. Moreover, whether or not well-being can lead to social connection and agency has not received sufficient research attention. In the present study, we test longitudinal effects of social connection, agency, and emotional well-being over a time span encompassing 13-years and four quadrennial measurement waves (total N = 22,980). Controlling for age and gender, random-intercept cross-lagged structural equation modelling suggested that earlier emotional well-being significantly predicted future agency and social connection. Similarly, earlier agency predicted future emotional well-being and social connection. However, contrary to previous findings, earlier social connection did not significantly predict emotional well-being or agency in the future. These results suggest that building emotional well-being, in addition to agency, may lead to the best social, emotional and cognitive well-being outcomes. [ABSTRACT FROM AUTHOR]

In this study, we examined loneliness and hope components as predictors of unhappy conditions (viz., anxious symptoms, depressive symptoms, & suicidal ideation) in young adults. The sample was comprised of 489 Hungarian college students. Results of conducting hierarchical regression analyses indicated that loneliness and hope pathways (but not hope agency) were important unique predictors of anxious symptoms, depressive symptoms, and suicidal ideation. Moreover, in part, consistent with the notion that hope might buffer the negative effects of loneliness on unhappy conditions, evidence for a significant Loneliness × Hope Pathways interaction effect in predicting each of the three indices of unhappy conditions was found. In contrast, the Loneliness × Hope Agency interaction effect was not found to be significant. Some implications of the present findings for the study and treatment of unhappy conditions in adults are discussed. [ABSTRACT FROM AUTHOR]