A hierarchical conceptualization of enjoyment in students |
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| Institution: | 1. Department of Psychology, University of Munich, Leopoldstrasse 13, 80802 Munich, Germany;2. Department of Psychology, University of California, Irvine, CA 92697-7085, USA;1. English Language Department, Bonab Branch, Islamic Azad University, Bonab, Iran;2. Bonab Branch, Islamic Azad University, Bonab, Iran;3. Ahar Branch, Islamic Azad University, Ahar, Iran;1. University of Konstanz, Germany;2. Thurgau University of Teacher Education, Universitätsstr. 10, D-78457 Konstanz, Switzerland;3. University of North Dakota, USA;1. Department of Empirical Educational Research, University of Konstanz, Konstanz, Germany;2. Thurgau University of Teacher Education, Kreuzlingen, Switzerland;3. Department of Psychology, University of Munich, Munich, Germany;4. Department of Psychology, University of Reading, Reading, UK;5. Department of Clinical and Social Sciences in Psychology, University of Rochester, Rochester, NY, USA |
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| Abstract: | The focus of the present study is on students' experiences of enjoyment, an emotion largely neglected in educational research. We present a model in which specific levels of generalization of the construct of enjoyment are differentiated. Based on their extent of generalization, these differentiated constructs of enjoyment are located in a hierarchical structure. Enjoyment of life is presented as most generalized and is consequently located at the highest level of the hierarchical structure, followed by students' enjoyment concerning their education, learning, and most specifically, their use of learning strategies. The hypotheses derived from this model were tested on longitudinal data from a sample of 513 German school students in grades 5–10. Results of structural equation modeling provide empirical support for the specific levels of generalization. The pattern of relations between students' experiences of enjoyment comprised a simplex-like (ordered correlation) structure as hypothesized in our theoretical model. Concerning the direction of causal flow between the constructs of enjoyment, longitudinal structural equation modeling indicated top-down effects of adjacent levels when controlling for horizontal effects. The enjoyment scales further showed clear linkages to learning behavior including self-regulated learning and creative problem solving. Methodological implications and directions for future research are discussed. |
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