University Students ’ Perceptions of Teacher Effectiveness and Emotions in Lectures : The Role of Socio-cognitive Factors , and Academic Performance

This study examined (a) students’ ability self-perceptions, perceptions of domain-difficulty, value beliefs, experienced emotions in lectures and performance in the courses taught by the perceived as extremely effective and ineffective teachers, (b) the role of ability self-perceptions, perceived domain-difficulty and value beliefs in the emotions, rating of teacher effectiveness and impact of perceived teacher effectiveness on emotions, and (c) the effects of the three sets of concepts on performance. The sample comprised of 410 Early Childhood Education female students. The results showed that ability self-perceptions, perceptions of domain-difficulty, value beliefs, experienced emotions in lectures and performance differed between the courses taught by the perceived effective and ineffective teachers, in favoring the effective teachers. Cognitive factors had positive effects on perceived teacher effectiveness, emotions and impact of teacher effectiveness on emotions. The three set of concepts, together, positively influenced performance, while their relative power varied between the two groups of teachers.

Overall, little research has examined students' experienced emotions in lectures, and the interrelations of cognition, emotions and teacher effectiveness in success in tertiary education, particularly in teacher education (Astleitner, 2000;Do & Schallert, 2004;Meyer, 2009;Harackiewicz et al., 2002;Oosterheert & Vermunt, 2001;Stephanou & Kyridis, 2008;Stephanou, et al., in press).In such a context, the whole spectrum of emotions is experienced and influence academic development and subjective well-being (see Pekrun, Elliot & Maier, 2009;Pekrun & Stephens, 2010b;Stephanou, 2006a).This study focuses on the role of Early Childhood Education students' cognitive factors on their perceptions of teacher effectiveness, and their interactive effect on the experienced emotions in lectures, and, in turn, in academic performance in the courses taught by the perceived effective and ineffective teachers.
According to Pekrun's theory, the emotions experienced in academic settings can be classified into four major categories as to whether they are positive activating emotions, positive deactivating emotions, negative activating emotions and negative deactivating emotions (Pekrun, 1992(Pekrun, , 2009;;Pekrun et al, 2002).Positive emotions are typically pleasant, sought after, or appreciated.Negative emotions are typically unpleasant, not actively pursued, and avoided.Activating emotions (e.g., hope, enjoyment of learning) are those that push the student to act or to be engaged in a task.Deactivating emotions (e.g., hopelessness, boredom), in contrast, influence the student to rest, disengaged or avoid a task.In addition, certain emotions (e.g., hope, anxiety) are derived from the self or the task, academic learning processes-related emotions (e.g., excitement, joy, or boredom) derived from the actual completion of the task, while academic achievement-related emotions (e.g., as pride or shame) occur after task achievement.Finally, social emotions are formulated from the interaction with the others (e.g., admiration, envy), or that directed at others (e.g., anger).Overall, control-related (e.g., expectancy beliefs, competence beliefs) cognitions and subjective values-related (e.g., goals, importance) beliefs are the most significant antecedents of students' academic emotions.These cognitive appraisals mediate the associations of emotions with social (e.g., teacher) environment, with respect, mainly, to competence support, autonomy support versus control, expectations and goal structures, achievement outcomes and feedback, and social relatedness.
The expectancy-value model of motivation (Eccles & Wigfield, 2002;Wigfield & Eccles, 2000) suggests that task value and expectancy beliefs are the most significant formulators of achievement behaviour.Expectancy is defined as one's expectation for future success and is related to one's competence beliefs.Value refers to the importance, cost and the interest of the task.Value and expectancy is mainly related to academic choice and performance, respectively.These two sets of beliefs are influenced by task specific self-concept and task difficulty beliefs.The self-concept belief is student's perceptions of his / her ability to do a task, while task difficulty belief represents the student's judgments of the difficulty of the task.
Generally, previous researches on the relationship of cognition with emotions in educational context, on one hand, supported positive effects of cognitive factors on emotions.For example, expectations of high achievement, beliefs of ability to master the task and attached high value to task create the feeling of pleasure (Glaser-Zikuda et al., 2005;Glaser-Zikuda & Mayring, 2003;Linnenbrink & Pintrich, 2000;Pekrun, 2000).Similarly, engagement in an interest activity or high valuable task produces positive feelings such as enjoyment (Anderman & Wolters, 2006;Stephanou, 2006aStephanou, , 2007)).In contrast, beliefs of inadequate ability in accomplishment the task, expectations of low performance and lack of interest in the task contribute into forming the feelings of hopelessness and anxiety (Pekrun et al., 2002;Stephanou, 2004b;Zeidner, 1998Zeidner, , 2007)).Also, perceived task-difficulty influences task-and future activityemotions like boredom, enthusiasm and confidence (Efklides, 2006a,b;Pekrun, 2006Pekrun, , 2009;;Pekrun & Schutz, 2007).Other studies suggest that the effect of mood on behaviour is influenced by how the individuals interpret negative information about themselves (Efklides, 2006b;Efklides & Petkaki, 2005;Siemer, Mauss & Gross, 2007;Trope, Hassin, & Gervey, 2001;Turner, Thorpe, & Meyer, 1998).More precisely, students, with failure academic experience, which is usually related to low self-concept, tent to experience negative mood, when they face negative information about themselves.This negative mood, along with low success expectations, lead to avoidance of challenging task, low effort, and, thus, minimizing of capabilities.

Aim of the Study -Hypotheses
This study aimed to examine (a) students' ability self-perceptions, perceptions of domain-difficulty, value beliefs and experienced emotions in lectures in courses taught by the perceived extremely effective teachers and ineffective teachers, (b) the role of students' ability self-perceptions, perceptions of domain-difficulty and value beliefs in the generation of the same emotions and rating of teacher effectiveness, and in the impact of rating of teacher effectiveness on the emotions, (c) the relations of students' experienced emotions in lectures, ability self-perceptions, perceptions of domain-difficulty, value beliefs and rating of teacher effectiveness with academic performance in the courses taught by the perceived extremely effective teachers and ineffective teachers, and (d) the effects of the cognitive factors on the interactive impact of rating of teacher effectiveness and emotions on academic performance in the courses taught by the perceived extremely effective and ineffective teachers.
The hypotheses of the study were the following: Students will experience various, and a variety of intensity, of emotions (mainly, self-, social-, context-and taskrelated) in the lectures of the courses, but there will be differences in their prevalence within and between the perceived effective and ineffective teachers groups (Hypothesis 1a).The students will experience more positive emotions (mainly, social-, context-and task-related) in the lectures of the courses taught by the perceived effective teachers than in the lectures of the courses taught by the perceived ineffective teachers (Hypothesis 1b).There will be differences in students' cognitive factors within each group of teachers (perceived effective / ineffective) (Hypothesis 2a).The students will have higher value beliefs, lower domain-difficulty perceptions, and, mainly, higher ability self-perceptions in the courses taught by the perceived effective teachers than in the courses taught by the perceived ineffective teachers (Hypothesis 2b).Students' cognitive factors will positively influence the generation of their rating of teacher effectiveness, their experienced emotions in lectures and the impact of rating of teacher effectiveness on the emotions, mainly in the perceived ineffective teachers group (Hypothesis 3a).However, their predictive strength will vary between and within the perceived effective / ineffective teachers groups (Hypothesis 3b).Students' rating of teacher effectiveness will have positive impact on the generation of the emotions (mainly, social-, context-and task-related), particularly in the group of the perceived ineffective teachers (Hypothesis 4).Students' cognitive factors (predominately, ability self-perceptions), rating of teacher effectiveness and emotions (particularly, self-, expectancy-and future behaviour-related) will positively influence the generation of their performance in the courses taught by the perceived effective teachers and, mainly, ineffective teachers (Hypothesis 5a).Cognitive factors will mediate the interactive effect of rating of teacher effectiveness and emotions on academic performance (Hypothesis 5b).

Participants
A total of 410 Early Childhood Education female students, age 19-23 years (Μean = 20.82years, SD = 1.64) participated into this study.They were 2nd (n = 140), 3rd (n = 146) and 4th (n = 124) year students, and they randomly came from four Greek universities.Due to the nature of Early Childhood Education studies, the sample of this investigation comprised only female students.
Students' Perceived teacher effectiveness was measured via the 25 -item Students' Perceived Teacher Effectiveness Scale (Young & Shaw, 1999).The scale measures many constructs of teacher effectiveness (e.g., "The instructor was knowledgeable about subject matter", "The instructor was enthusiastic about teaching", "The instructor was able to explain material clearly").All items are rated from 1 (not at all descriptive) to 9 (very descriptive).The scale is a valid and reliable instrument in examining university students' perceptions of teacher effectiveness in Greek population (see Stephanou, 2006a, b;Stephanou & Kyridis, 2009).This study focuses on students' rating of teacher total effectiveness, and not on specific components of effectiveness.Cronbach's alphas were .79 for the perceived effective teachers group, and .80 for the perceived ineffective teachers group.
The Value Beliefs scale comprised four questions (e.g., "How much do you value the courses taught by the extremely effective teacher?", "How valuable are the courses taught by the extremely effective teacher for you?").Responses ranged from 1 = not at all to 7 = very much.Gronbach's alphas were .82and 80 for the perceived effective teachers group and ineffective teachers group, respectively.The Ability Self-perception scale consisted of six questions (e.g., "How good do you think you are in the courses taught by the extremely ineffective teacher?", "How good are you in the courses taught by the extremely ineffective teacher?").Responses ranged from 1 = not at all good to 7 = excellent.Cronbach's alphas were .85 and .81for the perceived effective teachers group and ineffective teachers group, respectively.
The Perceived Domain-difficulty scale comprised five questions (e.g., "How difficult are the courses taught by the extremely effective teacher for you?").Responses ranged from 7 = not at all difficult to 1= very difficult.Cronbach's alphas were .80 for the perceived effective teachers group, and .83for the perceived ineffective teachers group.
The scale of Students' Experienced Emotions in the lectures of the courses consisted of seventeen emotions, happiness, pleasure, satisfaction, cheerfulness, not irritated-irritated, pride, encouragement, not anxiety-anxiety, boredom-not boredom, interest, hope, confidence, competence, not angry-angry, excitement, enthusiasm, and calmness.The students were asked to indicate the extent to which they usually experienced each of the emotions in the lectures of the courses taught by the extremely effective or ineffective teacher.The emotions had the form of opposite adjectives, with the positive one having the high score of 7 and the negative adjective having the low score of 1 (e.g., happy 7 6 5 4 3 2 1 unhappy).
Students' Academic performance in the courses taught by the specific teachers were indicated by the students themselves (from 1= very poor to 10 = excellent).Students were asked to indicate the courses they taught by the effective teacher and ineffective teacher, each course grade, and the mean grade in these specific courses.
The participants' Personal information scale consisted of a set of questions relevant to personal factors, such as age, gender and academic semester.

Research Design and Procedure
Students were asked to select two teachers from whom they had taken course in the university up to the moment of this research; a teacher who, in their judgment, was extremely effective, and a teacher who, in their judgment, was extremely ineffective.They also were emphasized to choice teachers whom they could recall in details.The participants were provided with separate questionnaires for the most effective teacher and the most ineffective teacher.The wording of the questions of the scales for the two teachers was the same except for the effectiveness (effective / ineffective).The students were informed, written and orally, the aim of this research, and they assured of anonymity and confidentiality.The participants completed the questionnaires at their Department, in front of the researchers' co-workers, who were female postgraduate students and had trained for this particular part of the research by the investigators.To match the questionnaires that were responded by the same student, students were asked to choose a code name and use it on the response sheets.To minimize the chances of recalling teachers from the recent past academic semester, because of the academic achievement, particularly the unexpected failure, the data were collected in the middle of winter (first) academic semester.Data collection was completed within two weeks.Also, to ensure that any relation between emotions and the other variables was not due to procedure used, students completed first the emotions scale and then the rest of the scales.

Differences between the Perceived Effective and Ineffective Teachers Groups with Respect to Students' Emotions, Ability Domain Self-perceptions, Value Beliefs and Perceived Domain-difficulty
To examine the differences between the intensity of the experienced emotions in the lectures of the courses within the perceived effective teachers and ineffective teachers, two repeated Anova analyses were conducted, one for each group of teachers, in which the students' emotions was the repeated factor.The results showed that the students experienced a variety of emotions, and a variation of intensity of emotions, in the lectures of the courses taught by the perceived effective teachers, F(17, 393) = 44.80,p < .01,η 2 = .66,and in the lectures of the courses taught by the perceived ineffective teachers, F(17, 393) = 51.80,p < .01,η 2 = .70.More precisely, the mean scores and post hoc pairwise comparisons revealed that the students' most intense positive emotions were pleasure, not boredom, excitement, not irritated, not anger and enthusiasm in the effective teachers group.In contrast, not excitement, not interest, boredom, dissatisfaction and anxiety were the most intensive negative emotions which were experienced by the students in the ineffective teachers group (Table 1).
The findings from ANOVAs, with the perceived (effective/ineffective) teacher as between subjects factor, and examination of the mean scores of emotions revealed that the students felt better in the lectures of the courses taught by the perceived effective teachers than in the lectures of the courses taught by the perceived ineffective teachers.In addition, Discriminat analysis, with stepwise method, was performed to find the set of emotions that best discriminated the two groups of teachers (Table 1).The students' experienced emotions in the lectures of the courses were the predictor variables, and the perceived effective/ineffective teacher was the grouping variable.The results confirmed the univariate effects and, in addition, showed that, 94% of the teachers were correctly classified into groups of effective and ineffective teachers, and that the emotion of pleasure, discriminating power = .76,Cohen's d = .1.59,followed by the emotions of excitement, discriminating power = .73,Cohen's d = 1.57, not boredomboredom, discriminating power = .67,Cohen's d = 1.53, interest, discriminating power = .62,Cohen's d = 1.46, enthusiasm, discriminating power = .62,Cohen's d = 1.47, not irritated -irritated, discriminating power = .61,Cohen's d = 1.45, hope, discriminating power = .58,Cohen's d = 1.40, calmness, discriminating power = .58,Cohen's d = 1.39, and confidence, discriminating power = .54,Cohen's d = 1.37 (Note 1), was the most powerful factor in discriminating the perceived effective teachers group from the perceived ineffective teachers group.However, the emotions of happiness, satisfaction, encouragement, anger-not anger, cheerfulness and competence had no significant contribution in separating the two groups of teachers.
The above findings partly confirmed Hypotheses 1a and 1b.

Table 1 about here
The repeated measures ANOVAs, examining differences between the three cognitive factors within each group of the perceived teachers (effective / ineffective), showed a significant effect in both groups of the teachers, effective, F (2, 408) = 197.28,p < .01,η 2 = .49,and ineffective, F(2, 408) = 396.35,p < .01,η 2 = .66.Inspection of the mean scores and the post hoc pairwise comparisons showed that the students, in both groups of the teachers, had higher value beliefs than perceptions of self-ability and domain difficulty, and estimated their ability higher than domain difficulty.The findings from ANOVAs, with the rating teacher effectiveness (effective / ineffective) as between-subjects factor, revealed significant effect in each of the three factors.The results from Discriminant analyses, with stepwise method, confirmed the univariate effects and, in addition, showed that 80% of the teachers were correctly classified into groups of effective and ineffective teachers, and that ability self-perception, F(1, 818) = 251.35,p< .01,Cohen's d= .95,discriminating power = .89,followed by perceived domain-difficulty, F(1, 798) = 235.10,p < .01,Cohen's d = .90,discriminating power = .86,and value beliefs F(1, 818) = 25.00,p < .01,Cohen's d = .32,discriminating power = .28,was the most powerful factor in discriminating the two groups of teachers.Examination of the mean scores indicated the students estimated their ability as higher (M = 6.09,SD = .80),perceived the academic domain as less difficult (M = 5.57, SD = 1.29), and had higher value beliefs (M = 6.57,SD = .72)for the courses taught by the perceived effective teacher than for the taught courses (ability self-perceptions: M = 4.73, SD = 1.51, domain difficulty: M = 3.90, SD = 1.73, value beliefs: M = 6.29,SD =.83) by the perceived ineffective teachers.
The above findings confirmed Hypotheses 2a and 2b.

Effects of Socio-cognitive Factors on Rating of Teacher Effectiveness
The results from correlation coefficient analyses (Table 2) supported our expectations that there will be significant and positive correlations between students' socio-cognitive factors and their rating of teacher effectiveness in the perceived effective and ineffective teachers groups.However, the magnitude of the effects of the cognitive factors on rating of teacher effectiveness partly confirmed our expectations, as the multiple regression analyses, with the rating of teacher effectiveness as predicted variable and the three cognitive factors as predictors, revealed.Specifically, the three cognitive factors, as a group, explained a greater amount of the variability in rating of teacher effectiveness in the perceived effective teachers group, R 2 = .61,F(3, 406) = 81.00,p < .01,than in the perceived ineffective teachers group, R 2 = .12,F(3, 406) = 18.50.Also, in the perceived effective teachers group, ability self perception, b = .36,t(409) = 6.50, p < .01,was the most powerful predictor of teacher effectiveness, followed by value beliefs, b = .30,t(409) = 5.70, p < .01,while perceived domain difficulty was not a significant contributor.In the perceived ineffective teachers group, only ability self-perceptions had a unique contribution into rating of teacher effectiveness, b = .60,t(409) = 7.85, p < .01.These findings are partly in agreement with Hypothesis 3 with respect to effect of cognitive factors on rating of teacher effectiveness.

Effects of Socio-cognitive Factors and Rating of Teacher Effectiveness on Emotions
In addition to correlation coefficient analyses (Table 2), a series of hierarchical regression analysis were conducted to examine the role of students' cognitive factors (ability self-perceptions, perceived domain-difficulty and value beliefs) and rating of teacher effectiveness on their experienced emotions in the lectures of the courses taught by the perceived extremely effective teachers and the perceived extremely ineffective teachers, and the role of the cognitive factors in the impact of rating of teacher effectiveness on the emotions.Each of the emotions was the criterion variable, and rating of teacher effectiveness and cognitive factors entered at the first and second step of the analysis, respectively (Table 3).The results from these analyses showed that the two sets of predictors, together, had significant and positive effect in the formulation of most of the students' emotions (mainly, task-expectancy-and future behaviour-related), explaining an amount of variance of emotions from 21% (encouragement) to 53% (enthusiasm) in the perceived effective teachers group, and from 16% (sadness) to 57% (non confidence) in the perceived ineffective teachers group.Furthermore, the self (pride)-goal (satisfaction)-and future behaviour (hope, confidence)-related emotions were best explained by the predictors in the perceived effective teachers group than in the perceived ineffective teachers group, while the opposite pattern was found for the context-, task-and future activity (boredom-not boredom, excitement, cheerfulness)-related emotions.
Inspection of the results in Tables 2 and 3 also indicated that the higher the students' rates of teacher effectiveness the higher the intensity of their positive emotions (mainly, excitement, hope, pride and enthusiasm) in the lectures of the courses taught by the perceived effective teachers.In contrast, the higher the students' rates of teacher ineffectiveness the higher the intensity of their negative emotions (mainly, boredom, hopelessness, no confidence, no enthusiasm, and not excitement) in the lectures of the courses taught by the perceived ineffective teachers.More precisely, students' perceptions of teacher effectiveness, before the entry of the students' beliefs in the equitation of the analyses, explained an amount of variance of their experienced emotions in the lectures, in the effective teachers group, from .06 (satisfaction, not anxiety) to .38 (enthusiasm), and, in the ineffective teachers group, from .05 (irritation, incompetence) to .29 (boredom, hopelessness).Yet, the rating of teacher effectiveness, in the perceived effective teachers group, had unique effect on the generation of seven emotions, with beta ranging from .10 for not boredom to .24 for enthusiasm, and, in the perceived ineffective teachers group, had significant contribution into the generation of all of the emotions, beta ranged form .23 for sadness and .28 for irritation to .55 for not enthusiasm, .56 for hopelessness, .58 for boredom and .61for non confidence.
The findings regarding the cognitive factors were in the main as expected.More precisely, the students, who had higher value beliefs, higher ability self-perceptions and lower perceptions of the difficulty of the academic domain, in comparison to the students, who estimated the respective factor less favourite, experienced intense positive emotions (mainly, self-, context-and task-related) in the lectures of the courses taught by the perceived effective teachers.In contrary, the formers, as compared to the latter ones, experienced less intense negative emotions (mainly, self-, expectancy-and future behaviour-related) in the lectures of the courses taught by the perceived ineffective teachers.Also, the relative power of the three factors in predicting emotions varied between and within perceived effective / ineffective teachers.Specifically, in the perceived effective teachers group, value beliefs (beta ranged from .18 for calmness to.63 for both hope and competence), proved the most powerful predictor of all of the emotions, except for pleasure (beta = .41),interest (beta = .47),anxiety (beta = .50)and encouragement (beta = .29),which were best predicted by the perceived domain difficulty, and for confidence (beta = .26),which was best predicted by ability self-perceptions.In addition, perceived domain difficulty (beta ranged from .10 for non irritation to .50 for non anxiety), as compared to ability self-perceptions (beta ranged from .12 for non boredom to .34 for competence and .37 for enthusiasm), predicted the emotions better, whereas the opposite pattern was found in satisfaction, pride, confidence, non anger, non irritation, cheerfulness, competence and enthusiasm.In the perceived ineffective teachers group, the perceived domain-difficulty (beta ranged from .33 for discouragement though .64 for both non confidence and anxiety to .66 for both irritation and non satisfaction) proved the most powerful predictor of the emotions, with the exception being in the emotions of non enthusiasm and non confidence (beta = .53),which were mainly generated by ability self-perceptions, and in the emotions of discouragement (beta = .38),incompetence (beta = .61)and non excitement (beta = .51)that were predominately generated by value beliefs.Additionally, ability self-perceptions (beta ranged from .13 for hopelessness to .53 for both non enthusiasm and non confidence), compared to value beliefs (beta ranged from .16 for anxiety to .61 for incompetence), was a more powerful formulator of the emotions, while the opposite pattern was evidenced for the emotions of discouragement, not interest, hopelessness, incompetence, non excitement and boredom.
Furthermore, the students' cognitive factors mediated the impact of their rating of teacher effectiveness on most of their experienced emotions in the lectures of the courses taught by the perceived effective teachers, R 2 ch ranged from .12 (encouragement), through .39(both competence and excitement), to .41 (not boredom), and in the lectures of the courses taught by the perceived ineffective teachers, R 2 ch ranged from .12 (sadness, boredom), through .32(non confidence) and .31(shame), to .36 (incompetence).Additionally, cognitive factors influenced the impact of the perceived teacher effectiveness on the emotions more in the effective than in the ineffective teachers group, while the reverse was the case with respect to the emotions of satisfaction, pride and encouragement.
The above findings partly confirmed Hypotheses 3 and 4. The students achieved higher academic performance in the courses taught (Μ = 8.32, SD= 1.40) by the perceived effective teachers than in the courses taught (Μ = 6.02,SD= .95) by the perceived ineffective teachers, t (1, 409) = 136.00,p <.01, Cohen's d = 1.28. 2 indicate that the students' cognitive factors, experienced emotions in the lectures and rating of teacher effectiveness were significantly related to their performance in the courses taught by both groups of teachers.More precisely, better the students felt (mainly, self-, general-and performance-related emotions: pride, competence, confidence and happiness) in the lectures of the courses, more positively they estimated their cognitive (particularly, ability) factors and higher they rated their teachers' effectiveness, higher academic performance they achieved in the courses taught by the perceived effective teachers.In contrast, worse the students felt in the lectures of the courses (particularly, general-, expectancy-, performance-and task-related emotions: dissatisfaction, displeasure, hopelessness, boredom and non confidence), lower they estimated their cognitive factors (mainly, domain difficulty) and lower they rated their teachers' effectiveness, lower performance they achieved in the courses taught by the perceived ineffective teachers.

The presented results in Table
Furthermore, as the results from hierarchical regression analyses, with the students' experienced emotions in the lectures of the courses at the first step, rating of teacher effectiveness at the second step and cognitive factors at the third step, indicated, the three sets of predictors, in combination, explained a significant portion of variance of performance in the courses taught by the perceived effective teachers, R 2 = .32,F(21, 388) = 8.45, p < .01,and, mainly, in the courses taught by the perceived ineffective teachers, R 2 = .55,F(21, 388) = 24.00,p < .01.However, the prevalence of the predictors varied within and between the two groups of teachers.
The findings regarding the perceived ineffective teachers group showed that: (a) the experienced emotions in the lectures of the courses, before the entry of the other two sets of predictors into analysis, explained 52% of the variability of academic performance, F(17, 392) = 25.16,p < .01,(b) emotions and rating of teacher effectiveness, as a group, explained 54% of the variance of academic performance, F(18, 391) = 26.42,p < .01,(c) rating of teacher effectiveness mediated the effects of emotions on academic performance, Rch 2 = .019,Fch(1, 391) = 16.00,p < .01,whereas the entry of cognitive factors at the analysis did not increase the effects of the other two sets of predictors on academic performance, Rch 2 = .002,Fch(3, 388) = .65,p > .05, and (d) dissatisfaction, b = .56, t = 910.35, p < .01, no confidence,. b = .10, t = 2.35, p < .05, incompetence, b = .14, t = 2.45, p < .05, non excitement, b = .09, t = 2.26, p < .05,and rating of teacher effectiveness, b = .16,t = 3.70, p < .01,had unique effect on the formulation of academic performance.
The above findings were in the main in agreement with Hypotheses 5a and 5b.

Discussion
This study aimed to examine (a) possible differences in students' value beliefs, ability self-perceptions, perceived domain-difficulty and experienced emotions in lectures in courses taught by the perceived effective and ineffective teachers, (b) the role of the cognitive factors in students' rating of teacher effectiveness and emotions, and in the impact of rating of teacher effectiveness on emotions in both groups of teachers, and (c) and the interactive effect of the three sets of concepts on semester performance in the courses taught by the two groups of teachers.
The high intensity of context-and other-directed emotions supported previous research evidence about the female students' sensitivity to classroom context and their need of support by significant others, such as teachers (Frenzel et al., 2007;Hativa et al., 2001;Stephanou, 2006a;Stephanou & Kyridis, 2009;Turner & Meyer, 2000).This specific finding is also in agreement with other investigations, reporting the early childhood students' preferences for teachers with field dependent characteristics than teachers with field independent characteristics (see Stephanou, 2006b).Overall, this result underlines the higher education students' need for support and interaction in classroom learning, as previous studies have shown (Carnell, 2007;Lizzio et al., 2002;Vermetten et al., 2002).
The fact that students' experienced task-and self-esteem-related emotions in lectures is in agreement with the notion that students' emotional experience during learning is influenced by their self-perceptions, and by situational, and motivation for the task factors (Fredrickson, 2001;Pekrun et al., 2002).Furthermore, since tertiary education emphasizes academic performance, probably the students, during lectures, estimate self-factors in pursuing such a goal (see Anderman & Wolters, 2006;Perry et al., 2006;Schutz & Lenehart, 2002;Pekrun et al., 2009;Pekrun & Stephens, 2009).
The findings from the present study also, confirming previous researches (see Frenzel et al., 2007;Frenzel, Goetz, Lüdtke, Pekrun, & Sutton, 2009;Pekrun et al., 2010;Stephanou, 2006a;Stephanou et al., 2011;Weiner, 2002Weiner, , 2005)), supported the crucial role of students' perceptions of teacher effectiveness on their experienced emotions in the lectures of the courses.Specifically, the perceived teacher effectiveness differentiated the prevalence of the students' experienced emotions in lectures between the courses taught by the perceived effective teachers and ineffective teachers, and within each group of teachers.More precisely, as expected, the students experienced intense positive emotions, mainly task-, context-, future activity-and other-related (pleasure, not boredom, excitement, not irritated, not anger, enthusiasm), in the lectures in the courses taught by the perceived effective teachers, whereas they experienced negative emotions, particularly task-, context-, goal-and performance-related (not excitement, not interest, boredom, dissatisfaction and anxiety), in lectures in the courses taught by the perceived ineffective teachers.In addition, pleasure, followed by task-, future activity and future behaviour-(i.e., excitement, not boredom-boredom, interest, enthusiasm, hope, confidence) related emotions, was the most powerful factor in discriminating the perceived effective teachers group from the perceived ineffective teachers group.Furthermore, students' rating of teacher effectiveness contributed into generation of their experienced emotions (mainly, achievement-, expectancy-and future behavour-and activity-related) in the lectures in the courses taught by the perceived effective teachers and, predominately, ineffective teachers, even after controlling for cognitive factors.
It seems that the students did not enjoy classes and focused on themselves and their goals in the lectures of the courses taught by the perceived ineffective teachers.The students, probably, appraised the status of self-factors in pursuing their goals that include performing well in the exams, since such emotions are experienced in relationship to goals (Carver & Scheier, 2000;De la Fuente, 2004;Frijda, 2005Frijda, , 2009;;Linnenbrink & Pintrich, 2002Pekrun & Stephens, 2010a).However, the nature of these emotions (hopelessness, dissatisfaction, not enthusiasm, not confidence) may 'remove' or 'distance' the students from the objects (see, Frijda, 2005;Schutz et al., 2006;Meyer & Turner, 2002;Pekrun, 2009).Similarly, the fact that students experienced anxiety is particular important because this emotion influence students to focus towards the self than to the content of the course and the strategies taking the course (Frijda, 2005).
The students, in the courses taught by both groups of the teachers, had higher value beliefs than perceptions of self-ability and domain difficulty, and estimated their ability higher than the domain difficulty, showing their different role in motivating students (Eccles, 2005;Eccles, Vida, & Barber, 2004;Pintrich, 2003;Stephanou, 2008).Also, the important role of students' course value beliefs in defying the effective teacher is in accordance to previous research (Nasser & Fresco, 2006;Stephanou & Kyridis, 2009).However, the ability self-perception, followed by perceived domain-difficulty and value beliefs, was the most powerful factor in separating the two groups of teachers.Ability self perception, in addition, was the most and the solo contributor in the generation of rating of teacher effectiveness and ineffectiveness, respectively.The dominant role of ability self-perception in perceiving teacher effectiveness is in accordance to previous studies, showing the appraisal of a certain learning situation is influenced by self-beliefs (Frijda, 2009;Goetz et al., 2003;Pekrun et al., 2002;Stephanou, 2011;Weiner, 2005).This specific finding might be partly explained by the educational level of the participants with respect to achievement goals and academic experience.Specifically, the studies in tertiary education are predominantly performance oriented, and high ability is considered as a prerequisite of success (Barron & Harackiewicz, 2003;Harackiewicz et al., 2002;Pintrich, 2000;Stephanou, 2003).
In contrast to our expectations, students' perceptions of academic domain difficulty were not strongly related-and had non significant contribution into rating of both teacher effectiveness and teacher ineffectiveness.This specific finding might hind that domain difficulty was perceived by the students as a stable rather than a state factor, and, consequently, it discriminated the effective from the ineffective teachers group, but it did not further differentiate the effectiveness within each group (effective / ineffective) of teachers.Research is needed to explore this topic more.Also, unexpectedly, students' cognitive beliefs accounted for a greater portion of the variance in the perceived teacher effectiveness than teacher ineffectiveness.This finding may lend indirect support to the notion that the students enhanced themselves by being associated with the perceived effective teachers and protected themselves by avoiding association with the perceived ineffective teachers (Stephanou, 2005(Stephanou, , 2006a;;Weiner, 2002).Further research is needed to examine the psychological processes that seem to generate perceptions of effective and ineffective teachers.
The effects of the students' ability self-perceptions and perceptions of domain-difficulty on the experienced emotions in lectures were in the main consistent with our hypotheses, the Pekrun's model and other studies (Anderman & Wolters, 2006;Carver & Scheier, 2000;Davidson & Phelan, 1999;Frenzel et al., 2007;Frijda, 2005;Siemer et al., 2007), indicating that the students appraised the self-and task-related factors in classroom learning.The significant role of value beliefs in emotions is in agreement with the suggestion that emotions arise 'in response to the meaning structures of given situations' (Frijda, 1988, p. 349).However, the findings are partly in agreement with the previous research evidence that ability self perception is particularly related to self esteem-and performance-related affects, such as competence, confidence and anxiety, and pleasure, value beliefs are particularly related to interest, and perceived academic domain-difficulty is mainly associated with task-and future activity-related emotions, such as boredom, enthusiasm and confidence (Efklides, 2006b;Pekrun et al., 2002).Also, contrarily to our expectations, the students' cognitive factors more strongly influenced the majority of their experienced emotions in the lectures of the courses taught by the perceived effective teachers than ineffective teachers.As above mentioned, probably the students enhanced and protected their self-esteem.Further investigation is required for clarifying this topic.
In consistency with our hypotheses and the Pekrun's model, students' cognitive factors and perceptions of teacher effectiveness, in combination, had positive effect in the generation of the students' emotions (mainly, task-expectancy-and future behaviour-related) in the perceived effective teachers group.More precisely, the self (pride)goal (satisfaction)-and future behaviour (hope, confidence)-related emotions were best explained by the two sets of concepts in the perceived effective teachers group than in the perceived ineffective teachers group, whereas the reverse was the case for the context-, task-and future activity (boredom, not excitement, sadness)-related emotions.Furthermore, in accordance to other researches (see Pekrun, 2005;2009;Stephanou, 2006aStephanou, , 2007;;Stephanou et al., 2011), the students' self-, academic domain difficulty and value beliefs, as a group, accounted for significant amount of variance in emotions (mainly, self-, future behaviour-and achievement related: confidence, hope, competence, excitement), even after controlling for the perceived teacher effectiveness.That means that the students, who had strong self-, academic domain and value beliefs, were more likely to consider their teacher as more favourable, and, in turn, to feel better in lectures, compared to students with low self-and value beliefs.This was mainly evident in the perceived effective teachers group (except in satisfaction, pride and encouragement), in contrast to our hypotheses.

Academic Performance
The findings regarding academic performance in the courses taught by the perceived extremely effective and ineffective teachers were in the main as expected.The three sets of concepts, namely students' competence, task and value beliefs, their perceptions of teacher effectiveness and their experienced emotions in the lectures, had positive and complementary consequences for performance in courses.However, their prevalence differed between the two groups of teachers (perceived effective / ineffective) and within each group of teachers.
More precisely, confirming previous researches (e.g., Marks, 2000;Marsh & Dunkin, 1997;Nasser & Fresko, 2006;Stephanou & Kyridis, 2009;Worthington, 2002), the participants had higher academic performance in the courses taught by the perceived effective teachers than in the courses taught by the perceived ineffective teachers.Furthermore, as expected, the three set of predictors, as a group, explained a greater amount in variability in performance in the courses taught by the perceived ineffective teachers than in the courses taught by the perceived effective teachers.This specific finding probably reflects the students' tendency to search for explanation in academic unsuccessful performance (Stephanou, 2003;2006a, b;Weiner, 2002).Also, in line with previous researches (e.g., Hativa et al., 2001;Marks, 2000;Marsh & Rochi, 2000Young & Shaw, 1999), students' perceptions of teacher ineffectiveness, and not their perceptions of teacher effectiveness, had unique effect in the generation of academic performance.This might be related to high importance of success in tertiary education, and to students' motive to protect themselves in failure (Eiszler, 2002;Forrester-Jones, 2003;Marsh & Rochi, 2000;Stephanou, 2006a, b;Stephanou & Kyridis, 2009).Previous studies showed that students tend to attribute their success to themselves and failure to others, particularly to instructor (Stephanou, 2003(Stephanou, , 2005;;Weiner, 2001).Consistent with the above argument was the fact that the students' ability self-perception had unique effect in the formation of their academic performance only in the courses taught by the perceived effective teachers.Also, the greater role of ability self-perception, compared to role of both perceived academic domain difficulty and value beliefs, in performance confirmed previous studies (see Eccles & Wigfield, 2002;Stephanou, 2006aStephanou, , 2008;;Stephanou et al., 2011;Weiner, 2005), and may be related to participants' beliefs that ability is required in success in tertiary education, as was mentioned above.Also, in agreement with other studies (see Anderman & Wolters, 2006;Pekrun et al., 2009;Pekrun et al., 2010;Pintrich, 2003;Stephanou et al., 2011), students' experienced emotions in the lectures had positive effects on performance in the courses taught by the perceived effective and ineffective teachers.More accurately, in the main in consistency with Pekrun's model, the achievement (pride, competence)-and task-and future behavior (hope, enthusiasm)-related emotions than the learning processes-related emotions influenced academic performance in the courses taught by the perceived effective teachers.In the courses taught by the perceived ineffective teachers, in addition, the goal (dissatisfaction)-related emotions contributed into performance.Moreover, as expected, students' self-factors played significant role in the impact of their perceptions of the teacher effectiveness on the experienced emotions in the lectures, and in turn in academic performance, particularly in the courses taught by the perceived effective teachers.That means that the students, who had strong competence and value beliefs, were more likely to perceive more favourably their teacher, in turn to experience more positive emotions in the lectures, and finally, to achieve higher academic performance, relative to students with low self-and value beliefs.

Implications of the Findings for Educational Practice and Future Research
The findings of this study might serve to strengthen literature in teacher effectiveness in university, and reveal some potentially important issues.The findings of the present study also provide an insight on how perceived teacher effectiveness, cognitive factors and experienced emotions in the lectures interact in academic excellence.
Students' perceptions of teacher effectiveness, on one hand, affected their experienced emotions in the lectures and academic performance, suggesting its crucial role in facilitating students' academic development.On other hand, it was mainly affected by ability self-perceptions.Students may enhance these beliefs through opportunities for self-regulated learning, involving into meaningful task and activities, and success in challenge tasks.
The experienced emotions in lectures contributed into academic performance.It is necessary to the development of enjoyable university learning environment, and a learning environment which satisfy as many as possible aspects of students' life.
Conclusively, investigating students' perceptions of teacher effectiveness and how it interacts with their cognitive and emotion factors might provide useful information in understanding learning and achievement in tertiary education.Young, S., & Shaw, D. G. (1999) Note: All r-values are significant at the .01level of significance; --: correlations were not significant at the .05level of significance; the nature of the emotions are positive and negative in the effective teachers group and ineffective teachers group, respectively.
Table 3. Findings from hierarchical regression analyses for the effects of students' cognitive factors (ability self-perceptions, perceived domain-difficulty, value beliefs) on the impact of their rating of teacher effectiveness on their experienced emotions in lectures of the courses taught by the perceived effective and ineffective teachers

Table 2
Effects of Socio-cognitive Factors, Rating of Teacher Effectiveness and Emotions on Academic Performance

Table 2 .
Correlations among students' rating of teacher effectiveness, their cognitive factors (ability-self perceptions, perceptions of domain-difficulty, value beliefs), their academic performance and their experienced emotions in lectures of the courses taught by the perceived effective and ineffective teachers