The Comparison of Educational Achievement of Students with Adjusted and Maladjusted Educational Emotion Profiles

The aim of this study was distinguishing the clusters of students’ educational emotion profile in terms of educational procrastination, goal orientation, and motivational beliefs. This study additionally examines the difference between these profiles concerning educational achievement. To this purpose, the study was conducted according to survey and causal-comparative methods. The sample of the study, including 407 students was selected among Tabriz high school students, using multi-stage cluster sampling method. Motivational Strategies for Learning Questionnaire, Achievement Goal Questionnaire, and Procrastination Assessment (Student Sample) were employed to identify the clusters of educational emotion profile. Cluster analysis, discriminant function analysis, and independent t-test were used to analyze the data. The results of cluster analysis revealed adjusted (n=225) and maladjusted (n=182) educational emotion profiles among students. The first cluster, that is students with adjusted educational emotion profiles, includes students who displayed high scores in task value and self-regulation, average score in their agony with procrastination, changing habit of procrastination, and mastery goal orientation, and goal orientation, and also low scores in test anxiety, procrastination in task, exam, and preparing term papers, and mastery-avoidance goal orientation. On the contrary, the second cluster, that is students with mal-adjusted educational emotion profiles, embraces students with high scores in test anxiety, mastery avoidance goal orientation, procrastination in task, exam, and preparing term papers, and average marks in their agony with procrastination, changing habit of procrastination, and mastery goal orientation, goal orientation, and also low scores in task value and self-regulation. The results of the independent t-test demonstrated that the students with adjusted educational emotion profile gained higher educational achievement in comparison with those in the opposite cluster.