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1.
To better understand the relationship between enjoyment and boredom and students' use of cognitive learning strategies, we analyzed both directions of effects between these constructs as described in the control-value theory of achievement emotions (Pekrun, 2006; 2018). Our study used a sequential design in which students' (N = 338 4th grade students) effective use of cognitive learning strategies was measured in real learning situations, allowing insights into the temporal order of effects and discrimination between intra- and interindividual effects (N = 8020 assessments within students). An increased intraindividual level of enjoyment positively predicted subsequent effective use of learning strategies, whereas effective use of learning strategies did not predict students’ subsequent enjoyment on the intraindividual level. Interindividual differences in enjoyment and effective use of cognitive learning strategies were unrelated, whereas negative relations were found for boredom and effective strategy use. On the intraindividual level, boredom and effective strategy use were unrelated.  相似文献   

2.
This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N7th grade = 1,146 and N8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship.  相似文献   

3.
This paper analyzed the role of emotions in a virtual world (Second Life) through students' level of enjoyment and boredom and their influence on students' achievement level. The virtual world was an educational tool used to fully immerse students in the content of the course. In addition to supporting prior research on the importance of task value on academic enjoyment, the current research provides a new perspective on the relationship between academic emotions and academic success, particularly for virtual worlds. A regression analysis was conducted to measure the relationship of task value and emotions on two types of academic performance: Individual exam scores and team scores on their Second Life assignment. Pekrun's Academic Emotions Questionnaire (AEQ) was used to measure two academic emotions: boredom and enjoyment. Both academic emotions were measured on an individual level. Results from this study show that task value was positively related to enjoyment and negatively related to boredom, yet it was unrelated to academic performance. While enjoyment had a positive relationship to exam performance, boredom also had a positive relationship to the team assignment conducted in the virtual world. The possibility that students might have answered the AEQ relating to the theoretical aspects of the course instead of the practical aspects of the Second Life Assignment, may be one possible explanation for this result.  相似文献   

4.
Motivation and emotion are of critical importance for students' academic learning and achievement. Drawing on Eccles and Wigfield's situated expectancy-value theory and Pekrun's control-value theory, we examined to what extent specific expectancy-value appraisals related to studentsʼ achievement emotions. We collected intensive state data of N = 95 university students over one semester in an online learning environment. Students' appraisals were analyzed on different aggregation levels in a hierarchical design, which accounts for variability within learning situations and between students. Our results corroborated theoretical assumptions that expectancy-value appraisals are positively associated with positive emotions and negatively with negative emotions. However, we found that students experienced positive emotions in learning situations of high intrinsic and utility value, but not in situations of high attainment value. Examining appraisal combinations and discrete emotions, we found that particularly studentsʼ perceived costs moderated the relationship between expectancy and frustration and boredom on the situation level.  相似文献   

5.
Although teacher enthusiasm is a relevant variable in the teaching context, a clear definition is still lacking. Research on teacher enthusiasm is characterized by ambiguous conceptualizations of enthusiasm as either an affective characteristic of teachers or behaviors of expressiveness. Integrating these two notions, a new conceptualization of dispositional teacher enthusiasm, defined by teachers' positive affect and positive emotional expressivity, was developed. It was hypothesized that dispositional teacher enthusiasm would relate to students' interest, mediated by students' perceived teacher enthusiasm. Based on a correlational study design, secondary teachers (N = 75) from Switzerland reported on their enthusiasm, complemented by student ratings (N = 1523) on perceived enthusiasm and interest. Multilevel structural equation modeling revealed that dispositional teacher enthusiasm positively predicted students' interest, which was fully mediated by students' perceived enthusiasm, providing the basis of a valid definition of teacher enthusiasm. Based on this integrative definition, implications for future research are discussed.  相似文献   

6.
This empirical study investigates students' learning choices for mathematics and statistics in a blended learning environment, composed of both online and face-to-face learning components. The students (N = 730) were university freshmen with a strong diversity in prior schooling and a wide range of proficiency in quantitative subjects. In this context, we investigated the impact that individual differences in achievement emotions (enjoyment, anxiety, boredom, hopelessness) had on students' learning choices, in terms of the intensity of using the online learning mode versus the face-to-face mode. Unlike the general level of learning activities, which is only minimally influenced by achievement emotions, these emotions appear to have a moderately strong effect on a student's preference for online learning. Following this, we explored the antecedents of achievement emotions. Through the use of path-modeling, we conclude that while goal setting behavior only marginally impacts achievement emotions, effort views—a crucial component of the social-cognitive model of implicit theories of intelligence—have a substantial impact on achievement emotions.  相似文献   

7.
《Learning and Instruction》2007,17(5):478-493
A multilevel approach was used to analyse relationships between perceived classroom environments and emotions in mathematics. Based on Pekrun's (2000) [A social-cognitive, control-value theory of achievement emotions. In J. Heckhausen (Ed.), Motivational psychology of human development (pp. 143–163)] social-cognitive, control-value theory of achievement emotions, we hypothesized that environmental characteristics conveying control and value to the students would be related to their experience of enjoyment, anxiety, anger, and boredom in mathematics. Multilevel modelling of data from 1623 students from 69 classes (grades 5–10) confirmed close relationships between environmental variables and emotional experiences that functioned predominantly at the individual level. Compositional effects further revealed that classes' aggregate environment perceptions as well as their compositions in terms of aggregate achievement and gender ratio were additionally linked to students' emotions in mathematics. Methodological and practical implications of the findings are discussed.  相似文献   

8.
Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects of emotions, and of a control/value theory of their antecedents (Pekrun, 1992b, 2000), were tested in 7 cross-sectional, 3 longitudinal, and 1 diary study using samples of university and school students. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognitive resources, self-regulation, and academic achievement, as well as to personality and classroom antecedents. The findings indicate that affective research in educational psychology should acknowledge emotional diversity in academic settings by addressing the full range of emotions experienced by students at school and university.  相似文献   

9.
Research on teacher behaviors that actively promote student intrinsic motivation to learn has been relatively scarce. In this article, 2 studies exploring the effects of teacher enthusiasm on both students' intrinsic motivation to learn and their pychological vitality are presented (Ryan & Frederick, 1997). In Study 1, a questionnaire including measures of intrinsic motivation, vitality, teacher enthusiasm, and numerous other positive teacher behaviors was administered to 93 college students. Among the teacher variables, enthusiasm was the most powerful unique predictor of students' intrinsic motivation and vitality. In Study 2, level of teacher enthusiasm (high vs. low) was manipulated in an experimental design with 60 college students. The students who received an enthusiastically delivered lecture subsequently reported greater intrinsic motivation regarding the lecture material and experienced higher levels of vitality. The authors speculate about possible mechanisms for and limitations to the positive motivational effects of teacher enthusiasm.  相似文献   

10.

This study examined to what extent teacher–student conflict and closeness, on the one hand, and students’ self-concepts of ability in literacy and mathematics, on the other, are related to students’ achievement emotions (enjoyment, anxiety and boredom) in mathematics and literacy among Finnish early adolescents (N = 854). We also investigated the extent to which these associations are moderated by student temperament (surgency/extraversion, negative affectivity and effortful control). The results showed, after accounting for relevant covariates, that in both school subjects, teacher–student conflict was negatively related to enjoyment and positively to anxiety and boredom, whereas teacher–student closeness was positively related to enjoyment and negatively to boredom. Self-concepts of ability in both school subjects were positively related to enjoyment and negatively to anxiety, whereas the self-concept of ability was only negatively related to boredom in mathematics. Student temperament also moderated some of the associations in the literacy domain. Lower levels of conflict in the teacher–student relationship were related to higher levels of enjoyment in literacy, particularly among students who had lower levels of surgency/extraversion. Also, a closer relationship with the teacher or a lower self-concept of ability in literacy was related to higher levels of anxiety, particularly among students who had low effortful control. In the mathematics domain, the associations between the self-concept of ability and achievement emotions were somewhat stronger than in literacy, and the domain-specific associations were not dependent on student temperament.

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11.
Synchronous hybrid delivery (simultaneously teaching on‐campus and online students using Web conferencing) is becoming more common in higher education. However, little is known about students’ emotions in these environments. Although often overlooked, emotions are fundamental antecedents of success. This study longitudinally examined the role of students’ emotions (enjoyment, anxiety, and boredom), perceptions of control, value, and success in synchronous hybrid learning environments. In particular, the investigation assessed students’ self‐reported enjoyment, anxiety, and boredom as predictors of their program achievement and successful technology use. Students were recruited from synchronous hybrid MBA and MPA programs. Control‐value theory of emotions was used as the theoretical framework. Paired samples t‐tests revealed that the achievement domain, compared to the technology domain, yielded higher mean scores for control, value, enjoyment, anxiety, and boredom. In addition, mixed ANOVAs indicated an interaction effect in which group means for program boredom were significantly higher for on‐campus students than for online students. Intercorrelations in each domain showed that perceived success was positively related to enjoyment and negatively related to anxiety and boredom. Technology‐related anxiety was also found to fully mediate the positive effect of control on perceived success in using technology.  相似文献   

12.
Although teacher motivation is posited to matter for students' learning experiences, this remains largely uninvestigated, particularly in higher education. In two studies, we analyzed the role of higher education teachers' achievement goals and self-efficacy for students' learning experiences. In Study 1 (k = 166 teachers, n = 2,106 students), we assessed teachers' motivations at the semester start, and students' course-specific perceptions of teaching quality (overall rating, learning) and emotions (joy, boredom) at the semester end. Latent multilevel modeling indicated favorable associations for teachers' self-efficacy, but not for their goals. In Study 2 (k = 96 teachers, n = 16,009 students), we assessed the same constructs and measured students' learning experiences weekly regarding 828 specific course sessions. Additionally, we included teachers’ session-specific motivations. Results replicated the effects of self-efficacy on the teacher-level and suggested that performance-approach and performance-avoidance goals primarily matter on the level of specific sessions. This affirms the relevance of teacher motivations and illuminates the importance of their specificity.  相似文献   

13.
Theories on the link between achievement goals and achievement emotions focus on their within-person functional relationship (i.e., intraindividual relations). However, empirical studies have failed to analyze these intraindividual relations and have instead examined between-person covariation of the two constructs (i.e., interindividual relations). Aiming to better connect theory and empirical research, the present study (N = 120 10th grade students) analyzed intraindividual relations by assessing students' state goals and emotions using experience sampling (N = 1409 assessments within persons). In order to replicate previous findings on interindividual relations, students' trait goals and emotions were assessed using self-report questionnaires. Despite being statistically independent, both types of relations were consistent with theoretical expectations, as shown by multi-level modeling: Mastery goals were positive predictors of enjoyment and negative predictors of boredom and anger; performance-approach goals were positive predictors of pride; and performance-avoidance goals were positive predictors of anxiety and shame. Reasons for the convergence of intra- and interindividual findings, directions for future research, and implications for educational practice are discussed.  相似文献   

14.
We propose a theoretical model linking students' epistemic beliefs, epistemic emotions, learning strategies, and learning outcomes. The model was tested across two studies with 439 post-secondary students from Canada, the United States, and Germany for Study 1, and 56 students from Canada for Study 2. For Study 1, students self-reported their epistemic beliefs about climate change, read four conflicting documents about the causes and consequences of climate change, self-reported their epistemic emotions and learning strategies used to learn the content, and were given an inference verification test to measure learning. Study 2 used the same procedure but added a think aloud protocol to capture self-regulatory processes and emotions as they occurred. Path analyses revealed that epistemic beliefs served as important antecedents to the epistemic emotions students experienced during learning. Students who believed that the justification of knowledge about climate change requires critical evaluation of multiple sources experienced higher levels of enjoyment and curiosity, and lower levels of boredom when confronted with conflicting information. A belief in the complexity of this knowledge was related to lower levels of confusion, anxiety, and boredom. A belief in the uncertainty of this knowledge predicted lower levels of anxiety and frustration, and a belief in the active construction of knowledge predicted lower levels of confusion. Epistemic emotions predicted the types of learning strategies students used to learn the content and mediated relations between epistemic beliefs and learning strategies. Learning strategies predicted learning outcomes and mediated relations between epistemic emotions and learning outcomes. Implications for research on epistemic beliefs, epistemic emotions, and students' self-regulated learning are discussed.  相似文献   

15.
In the present study (N = 553; 8th and 11th grade students; 52% female) we investigated students' enjoyment, pride, anxiety, anger, and boredom while completing homework (homework emotions), and contrasted these emotions with those experienced during class (classroom emotions). Both homework emotions and classroom emotions were assessed separately for the domains of mathematics, physics, German, and English. Our hypotheses were based on propositions of the control-value theory of achievement emotions (Pekrun, 2006), Marsh and Ayotte's (2003) differential distinctiveness hypothesis, and previous empirical findings. In line with our assumptions, observed correlations between homework emotions and classroom emotions suggested that the emotions experienced in the two settings should be assessed separately. Within domains, both homework emotions and classroom emotions showed clear linkages with students' academic self-concept and achievement outcomes, with self-concept being slightly more strongly related to classroom emotions. Between-domain relations of emotions were significantly stronger for homework emotions as compared to classroom emotions, likely due to the relative situational homogeneity of homework settings across domains. Further, between-domain relations for emotions in both settings were weaker in 11th grade students, whereas within-domain relations did not differ as a function of age. Implications for research and educational practice are discussed.  相似文献   

16.
The control-value theory of academic emotions has emerged as a useful framework for studying the antecedents and consequences of different emotions in school. This framework focuses on the role of control-related and value-related appraisals as proximal antecedents of emotions. In this study, we take an individual differences approach to examine academic emotions and investigate how trait self-control is related to students’ experience of academic emotions. We posited a model wherein trait self-control predicted academic emotions which in turn predicted engagement and perceived academic achievement. Filipino university students answered relevant questionnaires. Results indicated that self-control positively predicted positive academic emotions (enjoyment, hope, and pride) and negatively predicted negative emotions (anger, anxiety, shame, hopelessness, and boredom). Academic emotions, in turn, had a significant impact on engagement, disaffection, and perceived achievement. Implications for exploring synergies between research on trait self-control and the control-value theory of academic emotions are discussed.  相似文献   

17.
The study examines whether teacher behavior is a mediator of the relationship between teacher judgment and students' motivation and emotion. Two hundred forty-six sixth grade students completed a standardized English test and answered a questionnaire on motivation, emotion, and perception of differential teacher behavior. Thirteen English teachers assessed students' test performance. Students underestimated in test performance showed lower motivation and emotion than students overestimated in test performance. The two student groups perceived differential teacher behavior. Teacher behavior mediated the relationship between performance judgments and students' motivation and emotion. A rethinking of teacher's behavior towards students might counter these undesirable tendencies.  相似文献   

18.
When preparing for exams, students experience various achievement emotions, which are related to their perceived academic control and achievement regarding their exams. These emotions are shaped by a trait-like stable person-specific component and a state-like variable situation-specific component. Furthermore, it is plausible that students' previous emotional experiences might influence their current emotional experiences. Therefore, the present study aimed to disentangle those three components of achievement emotions (namely person, previous-experience, and situation specific components), and to analyze the extent to which these three components relate to perceived academic control and achievement. Using experience sampling, ninety-eight undergraduate students reported their emotions during the final week of exam preparation. Via latent state-trait theory models, including an autoregressive coefficient, our results showed the three expected variance components for enjoyment, anxiety, and anger, with no person-specific variance component for pride. The more stable components (namely person and previous-experience specific components) were significantly associated with perceived academic control and achievement, particularly for negative emotions. Moreover, results suggest a reciprocal relation between anxiety and perceived academic control. Implications for educators seeking to strengthen students' success are discussed.  相似文献   

19.
This study examined test-related experiences of enjoyment, anger, anxiety, and boredom in a sample of 2059 German school students (50% female) from grade 6, and how they relate to students' abstract reasoning ability (ARA). Emotions were assessed immediately before, during, and after a mathematics achievement test. Analysis of variance showed that emotions experienced during the test situation differed based on students' ARA level, with correspondence analysis revealing substantial differences between the emotional profiles of different ability groups. Enjoyment proved to be most prominent in students with high ARA, whereas anger and anxiety were predominant for students with low ARA. Boredom was found to be highest among students in the intermediate ARA group. Implications for research and practice are discussed.  相似文献   

20.
Students dropping out of education with no qualifications has been an important problem in the West for decades. Little relevant research has concentrated on school characteristics, and research into the role teachers might play in students' decision to quit school is particularly scarce. Using multilevel analyses of data for 11,844 students in 84 Flemish secondary schools, we investigate whether teachers' shared expectations of students are associated with students' intention to drop out. Particularly in vocational education, teachers' beliefs about the teachability of students influence the students' intention to quit, irrespective of perceived teacher support and students' sense of futility.  相似文献   

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