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Hannani S, Afshar Zarandi A, Amiri F, Azadi N A. Relationship Between Academic Emotions, Academic Motivation, and Academic Performance Among Operating Room Students During the COVID-19 Pandemic. CPR 2023; 2 (1) :55-64
URL: http://cpr.mazums.ac.ir/article-1-86-en.html

Background and Objective: Emotions have important role in academic activities and motivation to deal with challenges. This study aims to assess the relationship between academic emotions, academic motivation, and academic performance among undergraduate students in operating room technology during the COVID-19 pandemic.
Materials & Methods: This descriptive-correlational study was conducted on 93 undergraduate students in operating room technology from Iran University of Medical Sciences during 2021-2022. Data were collected using Pekrun’s Academic Emotions Questionnaire, Vallerand’s Academic Motivation Scale, and students’ grade point averages. Descriptive statistics and statistical tests, including Spearman correlation test, Mann-Whitney U test, and Kruskal-Wallis test, were used to examine the relationships between variables. The significance level was set at 0.05.
Results: The positive emotions (class-related enjoyment, hope, pride) and negative emotions (anger, anxiety, hopelessness, shame, boredom) had a significant relationship with students’ academic motivation (R=0.096, P<0.05). However, there was no significant correlation between these emotions and students’ academic performance (R=-0.174, P>0.05).
Conclusion: Due to the change in the educational system during the pandemic, students' academic emotions, motivation and academic performance were affected and it is suggested that educational programs to increase motivation and positive academic emotions be included in their academic curriculum, which will greatly increase their academic performance.