Should science be a subject that we should keep our mind cool? A systemic evaluation using TIMSS 2015 data

Abstract

While previous research has shown that emotions are related to students’ achievement, little is known about a comprehensive and cross-national evaluation regarding the function of emotions in learning in different parts of the world. Based on the control-value theory, emotions are assumed to serve as mediators between cognitive appraisals (i.e., control and value) and academic performance. The goal of this study is to examine whether two frequently experienced emotions—enjoyment and boredom—mediate the relationship between cognitive appraisals and science performance in 53 Grade 4 and 35 Grade 8 participating regions in 2015 Trends in International Mathematics and Science Study (TIMSS). Using secondary data analysis, we found that boredom significantly mediates the relationship between cognitive appraisals (control and value) and science scores in 32 Grade 4 education systems (60% of TIMSS participating regions). Boredom also serves as a significant mediator between cognitive appraisals—control (15 regions; 43%) and value (16 regions; 46%)—performance in Grade 8. Contradictory to our hypothesis, enjoyment negatively and significantly mediates the relationships in Grade 4 (value = 37 regions; 70% and control = 36 regions; 68%) and Grade 8 (control and value: 18 regions; 51%). While these results reveal the complex role in which enjoyment plays between the relationship between cognitive appraisals and performance, they also indicate that being emotionally neutral may enhance students’ rational thinking to perform well in science learning.