Control-value Theory Of Achievement Emotions Research Articles

Investigating the Role of Self-Regulated Learning Strategies in Online Bachelor’s Degree Completion Rates in Ghana

Purpose: The aim of the study was to investigate the exploring the relationship between digital literacy skills and student success in online science courses in Indonesia. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Recent research on digital literacy skills and student success in online science courses in Indonesia indicates a strong link between proficient digital skills and academic achievement. Students who demonstrate competence in areas like information literacy and online collaboration tend to perform better and show higher levels of engagement in their courses. This highlights the significant impact of digital literacy on enhancing learning outcomes and fostering self-directed learning among Indonesian students in online science education. Unique Contribution to Theory, Practice and Policy: Social cognitive theory, control-value theory of achievement emotions & cognitive load theory may be used to anchor future studies on the exploring the relationship between digital literacy skills and student success in online science courses in Indonesia. Educational institutions should integrate explicit SRL instruction into online curriculum design. Policymakers should develop guidelines and standards that promote the integration of SRL strategies into online education policies.

Relationships Between Students’ Emotional Experiences and Cognitive and Physical Achievement During a Middle School Hybrid Sport Education Tactical Model Season

Purpose: Despite evidence regarding emotions’ impact on learners, there remains a paucity of research examining the relationships between student emotions and achievement within contemporary instructional models. Grounded in the Control-Value Theory of Achievement Emotions, changes in middle school students’ motivational beliefs, emotions, and learning outcomes across one hybrid Sport Education Tactical Model season were examined. Methods: Middle school students (N = 72) completed pre–post surveys regarding their control-value beliefs and emotions. They also completed physical and cognitive tests, and daily physical activity tracking. Repeated measures of multivariate covariance and regression were tested. Results: Students’ perceived control improved, while their extrinsic value reduced. Emotions did not significantly change, while cognitive exam scores and game performance increased. Conclusion: Emotions varied and influenced intentions for play as opposed to learning and achievement. The study provides preliminary insights into the complexity of how student emotions connect to their motivation and learning within the hybrid Sport Education Tactical Model.

How does basic psychological needs satisfaction contribute to EFL learners’ achievement and positive emotions? The mediating role of L2 self-concept

Based on an integrated framework of the self-determination theory and the control-value theory of achievement emotions, the current study investigated the impact of basic psychological needs (BPN) satisfaction on two types of educational outcomes, i.e., academic achievement and positive emotions in second language (L2) acquisition. This study also explored whether academic self-concept (L2 self-concept in this case) would mediate the effects of BPN satisfaction on L2 achievement and emotions. A total of 391 Chinese undergraduates studying English as a foreign language were recruited for the present study. They completed measures on basic psychological needs satisfaction, L2 self-concept (English self-concept in this case), English achievement, and positive academic emotions (i.e., enjoyment, pride, and hope). After controlling for demographics, structural equation modeling indicated that BPN satisfaction was positively associated with positive emotions and this association was partially mediated by English self-concept. More importantly, English self-concept fully mediated the positive impact of basic psychological needs satisfaction on English achievement. Our findings acknowledged BPN satisfaction as a contributor to desirable learning outcomes and highlighted the important role of L2 self-concept in second language acquisition. Satisfying students’ basic psychological needs and particularly maximizing their L2 self-concept have significant pedagogical implications for second language education.

Feeling the responsibility: Exploring the emotional experiences of final-year medical students when carrying out clinical tasks

Purpose The concept of Entrustable Professional Activities (EPA) is increasingly used to operationalize learning in the clinical workplace, yet little is known about the emotions of learners feeling the responsibility when carrying out professional tasks. Methods We explored the emotional experiences of medical students in their final clerkship year when performing clinical tasks. We used an online reflective diary. Text entries were analysed using inductive-deductive content analysis with reference to the EPA framework and the control-value theory of achievement emotions. Results Students described a wide range of emotions related to carrying out various clinical tasks. They reported positive-activating emotions, ranging from enjoyment to relaxation, and negative-deactivating emotions, ranging from anxiety to boredom. Emotions varied across individual students and were related to the characteristics of a task, an increasing level of autonomy, the students’ perceived ability to perform a task and the level of supervision provided. Discussion Emotions are widely present and impact on the workplace learning of medical students which is related to key elements of the EPA framework. Supervisors play a key role in eliciting positive-activating emotions and the motivation to learn by providing a level of supervision and guidance appropriate to the students’ perceived ability to perform the task.

Family socioeconomic status and foreign language emotions: Moderation of teacher–student relationships

Family context has been found to influence achievement emotions, but the factors that might moderate this association remain relatively unexplored. To address this gap, this research examined the moderation of teacher–student relationships (TSR) in the link between family socioeconomic status (SES) and emotions in foreign language (FL) learning drawing on control-value theory of achievement emotions and attachment theory. The research involved 4,155 eighth-grade students from China, who completed scales reporting their SES, FL enjoyment, FL anxiety, and FL burnout. The moderating effect model demonstrated that TSR played a moderating role in the relationship between SES and negative emotions in FL learning such as anxiety and burnout. However, no significant moderation was observed between SES and FL enjoyment. Specifically, a warm TSR was found to alleviate the negative impact of low SES on negative emotions in FL learning, such as anxiety and burnout. Conversely, TSR did not demonstrate the capacity to enhance the positive emotions associated with FL learning, such as enjoyment, among students from higher SES backgrounds. This research suggests the necessity to intervene with low SES students, with the aim of fostering supportive TSR and ultimately alleviating negative emotions in FL learning.

Changes in control and value appraisals predict changes in learning enjoyment: A four-wave analysis among lower secondary school students.

The control-value theory of achievement emotions postulates that it is possible to affect achievement emotions by decreasing or increasing control and value appraisals. This implies that changes in the latter should result in changes in the former. However, the assumption has been rarely tested. This study aimed at verifying whether changes in control and value appraisals - two proximal antecedents of achievement emotions - predicted changes in learning enjoyment over the course of lower secondary school. Moreover, since studying changes requires knowledge of their overall pattern, it also investigated the developmental trajectories of the three student characteristics. The study used longitudinal data of 5125 German students gathered between Grades 5 and 9, four measurement occasions in total. The hypotheses were tested using univariate and multivariate latent change score models. The analyses revealed decreases in control and value appraisals and learning enjoyment between Grades 5 and 9. Moreover, the decreases in control and value appraisals predicted the decreases in learning enjoyment. The study provides support for the change-change assumption, which is one of the key but under-researched elements of the control-value theory of achievement emotions. As such, it suggests that alleviating the decrease in control and value appraisals may mitigate the decrease in learning enjoyment. Moreover, by providing longitudinal evidence on the decrease in the three constructs under study, it corroborates the inimical trend observed in past research.

Academic boredom(s): a person-centered investigation.

Should we refer to boredom or boredoms? Research on the emotion of boredom sets itself apart from studies on other emotions by posing the question: is boredom a singular concept or does it have multiple facets? In this manuscript presenting empirical research on academic boredom, our aim is to demonstrate the justification for claiming a distinct position. Person-centered models examining university students' achievement emotions reveal the existence of multiple types of boredom, in contrast to other learning emotions that are typically represented as singular constructs. Using data generated by dispositional learning analytics applications, we further investigate the progression of learning boredom over time, exploring the impact of the pandemic and analyzing how various student learning aptitudes, such as mindsets, epistemological beliefs, epistemic emotions, learning motivation, engagement, as well as demographic factors like gender and culture, can be considered as potential antecedents or triggers of boredom. Consistent with the control-value theory of achievement emotions, we conclude that control and value constructs serve as proximal antecedents of boredom, alongside epistemic boredom as a distal antecedent. However, the relationships between boredom and its antecedents exhibit notable variations across different types of boredom.

Mediation of Reading Enjoyment between Teacher Feedback and Reading Achievement: Cross-Cultural Generalizability across 75 Countries/Economies

Teacher feedback in reading class is closely associated with students’ reading achievement. However, the underlying mechanisms of their relationship has been underexplored, especially in cross-cultural contexts. Using Control Value Theory of Achievement Emotions (CVTAE), this study tested the cross-cultural generalizability of reading enjoyment as a mediator between teacher feedback and reading achievement among 536,848 15-year-olds from 75 countries/economies in PISA 2018. Multilevel structural equation modeling (MSEM) results showed that students who perceived more teacher feedback gained more enjoyment in reading activities, and thus scored higher in reading. This relationship was confirmed in 73 out of 75 countries/economies. However, at the school level, this association existed in only 25 of 75 countries/economies. These findings indicate cross-cultural generalization of reading enjoyment as a mediator between teacher feedback and reading achievement only at the student level, which not only provides cross-cultural evidence for CVTAE, but also sheds light on reading instruction of adolescents.

The first steps for adapting an artificial intelligence emotion expression recognition software for emotional management in the educational context

AbstractTo test the suitability of an automatic system for emotional management in the classroom following the control‐value theory of achievement emotions (CVT) framework, the performance of an emotional expression recognition software of our creation is evaluated in an online synchronous context. Sixty students from the Faculty of Education at the University of Alicante participated in 16 educational activities recording close‐ups of their faces and completing the AEQ emotional self‐report, as well as detailed reports from the subsequent review of their videos. In addition, they completed the VCQ‐36 test to measure their volitional competencies and relate their influence on their emotional response. The results indicate a high coherence between the emotional expressions detected by the automatic system and the detailed emotional self‐reports, but insufficient precision to meet the CVT requirements. On the other hand, both the AEQ test results and the emotion expression recognition software suggest students' preference for participative activities as opposed to passive ones. Meanwhile, statistical analysis results indicate that volitional competencies seem to influence the emotional response of students in the educational context, although the AI system does not show sufficient sensitivity in this field. Implications and limitations of this study for future work are discussed. Practitioner notesWhat is already known about this topic Student motivation and involvement in the learning process are highly related to appropriate emotional regulation, which can be associated with particular educational activities, strategies and methodologies. Deep learning technology based on convolutional neural networks feeds automatic systems focused on facial expression recognition from image analysis. What this paper adds There is high coherence between the emotional expressions detected by the AI system and the students' emotional self‐reports, but the AI system provides just emotional valences, insufficient to meet the CVT framework. Both emotional self‐reports and the emotion recognition software suggest students' preference for active educational activities as opposed to passive ones. Volitional competencies seem to influence the emotional response of students in the educational context. Implications for practice and/or policy It is possible to use automatic systems to effectively monitor the emotional response of students in the learning process. Only if sensitivity improved, a real‐time, easy‐to‐interpret emotional expression recognition software interface could be implemented to assist teachers with the emotional management of their classes within the CVT framework, maximizing their motivation and engagement.

A Retrospective Study on Students’ Perceived Experiences in Physical Education: Exploring Beliefs, Emotions, and Physical Activity Outcomes

Purpose: This study utilized the control-value theory of achievement emotions to investigate relationships between retroactive physical education (PE) beliefs and emotions with adulthood physical activity (PA) attitudes and behaviors. Method: An exploratory structural equation model was employed to evaluate participants’ (N = 381) PE emotions, antecedents, and outcomes. Results: Control, intrinsic value, and extrinsic value antecedents predicted several emotions. PE enjoyment facilitated positive PA attitudes, whereas boredom and shame predicted negative PA attitudes. Shame predicted lower physical self-concept in students. Moderate to vigorous PA was traced positively with enjoyment and negatively from relief. Several indirect relationships were also observed that further support the control-value theory of achievement emotions. Conclusions: Emotions are a response to learning and finding value in PE, which clearly impacts PA-related beliefs and behaviors into adulthood. Considerations on the externally driven nature of PE outcomes (i.e., standards/performance) are needed given the juxtaposition for also targeting suggested goals like intrinsic value and enjoyment.

English as Foreign Language (EFL) Teachers’ Efficacy and Positive Achievement Emotions: Relations to Instructional Changes After Attending a Study Abroad Program

Due to government policy, the number of study abroad professional development program for EFL teachers increased greatly in China during recent years. Study abroad program aims to help EFL teachers improve their knowledge and teaching practices, which requires them to make adjustments to their traditional teaching styles accordingly. Hence, teachers may experience strong emotional reactions when they are faced with different modes of teaching methods. From the perspective of “emotion”, this study used control-value theory of achievement emotions as the theoretical framework to examine the relationship between teacher efficacy, positive achievement emotions, and instructional changes among 386 Chinese EFL teachers who attended study abroad programs. Purposive sampling was used in data collection. Data analysis was conducted using Structural Equation Model (SEM). The results showed that teacher efficacy correlated positively with positive achievement emotions (enjoyment, hope, and pride) and instructional changes. Positive achievement emotions mediated the relationship between teacher efficacy and instructional changes. Findings showed the impact of teacher efficacy and positive achievement emotions on changes in teachers’ thinking and instructional practices. Based on the findings and limitations of this study, implications on teacher education and professional development program, directions and suggestions for future studies are discussed.

Emotions and motivation in mathematics education: Where we are today and where we need to go

Emotions and motivation are important for learning and achievement in mathematics. In this paper, we present an overview of research on students’ emotions and motivation in mathematics. First, we briefly review how early research has developed into the current state-of-the-art and outline the following key characteristics of emotions and motivation: objects, valence, temporal stability (vs. variability), and situational specificity (vs. generality). Second, we summarize major theories in the field (the control-value theory of achievement emotions, expectancy-value theory of achievement-related motivation, self-determination theory of human motivation, and social-cognitive theory of self-efficacy). Third, we present an overview of instructional characteristics that have been shown to foster emotions and motivation. Fourth, we provide an overview of the contributions to the special issue on “Emotions and Motivation in Mathematics Education and Educational Psychology.” Finally, we suggest directions for future research in the field with respect to advancing theory, improving measurement, and considering diversity and inclusion.

How does interactive virtual reality enhance learning outcomes via emotional experiences? A structural equation modeling approach.

Interest in interactive virtual reality (IVR) is increasing due to its potential for embodied learning and group-led teaching. However, few studies have investigated the internal mechanism by which IVR technology features and learning experiences affect learning outcomes in terms of psychological and emotional value. Based on media technology models and the control value theory of achievement emotions (CVTAE), this study uses structural equation modeling (SEM) to investigate the correlations among the internal elements of IVR technology features, learning experiences, and learning outcomes. It also emphasizes the role played by emotional experience in this context. The sample referenced by this study consisted of 480 college students (193 males) who were simultaneously engaged in guided inquiry and learning in an IVR-based COVID-19 pandemic science museum in groups of 10. The findings suggest that presence and perceived enjoyment have a key mediating effect on the relationship between virtual reality (VR) features and perceived learning outcomes in an IVR-based learning simulation. In addition, the results indicate that presence is more strongly correlated with perceived learning effects, while enjoyment is more strongly correlated with learning satisfaction. These findings provide intellectual support and theoretical backing for VR-based instructional design and environmental development. Moreover, this study has practical value with regard to the future large-scale application of IVR to experiential teaching, group-led teaching, and the promotion of the digital transformation and intelligence upgrading in education.

Validation of the Achievement Emotions Questionnaire for Experimental Science Education (AEQ-S).

The Achievement Emotions Questionnaire (AEQ), based on the control-value theory of achievement emotions, has been used in many fields of knowledge and has been translated into many languages. The main objective of this study was to adapt and validate it for the experimental sciences. A sample of 491 participants aged between 11 and 17 years (M = 13.73, SD = 1.19) from secondary schools in different localities in the provinces of Huelva and Lanzarote, Spain was used. The results obtained from the various statistical analyses showed that the questionnaire was valid and reliable. The main contribution of the work presented is to broaden the field of application of a test on emotions, AEQ-S, to experimental sciences. The AEQ-ES will allow us to learn the emotional profiles of students, thus providing information to teachers, and will be very useful for future research aimed at the study of emotions in experimental sciences.

Impact of social comparison on perceived online academic futility: A perspective from parents.

In response to the wide-ranging concern of online academic futility, the current study aimed to explore the independent variables and mediating variable from a novel perspective of parents during COVID-19. Based on the social comparison theory and the control-value theory of achievement emotions, social comparison and tutoring anxiety were incorporated into an integrated model as predictors and mediator, respectively. A total of 300 parents completed an online survey. The results of the structural equation modeling indicated that upward social comparison and downward social comparison were both positively related to tutoring anxiety, which in turn positively predicted perceived online academic futility. Notably, tutoring anxiety played a significant mediating role in the association between different social comparison and perceived online academic futility. These results highlight the consistent predictive effect of upward social comparison and downward social comparison on perceived online academic futility, shedding light on the roles of tutoring anxiety in explaining the relationship from parental perspectives.

Understanding information-seeking achievement emotions - exploring a cognitive appraisal theory framework

Given the limited body of literature on information-seeking emotions in library and information science research in general and relative to appraisal theories in an educational context, the findings of this paper will make a valuable conceptual and theoretical contribution to the field. The paper explores a proposed appraisal theory framework for understanding the information-seeking emotions of higher education students in learning and achieving information-seeking skills. Studying this process is crucial for academic success and future research-informed practice. The relevance of applying the framework, Scherer's (2005) semantic space of emotions and Pekrun's (2006) control-value theory of achievement emotions, is presented, elucidated and discussed. Concepts, elements, structure and dynamics of the theories are presented. The framework offers an understanding and explanation of the nature of information-seeking emotions and their interplay with cognitive appraisals in the complex constructivist learning process of achieving information-seeking skills. Viewed together, the framework has the potential to be an appropriate analytical tool to investigate information-seeking emotions in the process of learning and achieving information-seeking skills.

Understanding the Impact of Generation Gap on Teaching and Learning in Medical Education: A Phenomenological Study.

PurposeThis study contributes to discourses and dilemmas where students/teachers experience intergenerational learning environments. It explores the underarticulated differences between post-millennials and baby boomers sharing accounts of the lived experiences of learners and educators on either side of such divides shedding a light on generation gaps hoping to inform faculty development.MethodsInterpretative phenomenology was chosen to articulate “whatness” and extract meaningful understandings. Purposive sampling identified three teachers and three third-year students from an Indonesian medical school. Online semi-structured interviews were conducted and transcriptions analyzed using interpretative phenomenological analysis (IPA). Emerging themes were connected and re-presented in the form of a metaphorical story to showcase the entirety of data while maintaining idiosyncratic focus.FindingsThemes from the teachers’ subset were changing characteristics of medical students, changing paradigms surrounding the role of a teacher, relationship with students, and relationship with other teachers. Themes from the students’ subset were hierarchical educational environment, relationship with teachers, and emotional response towards learning experiences. Themes were integrated into three existing theories, community of practice, self-concept, and control-value theory of achievement emotions. Findings revealed power dynamics between stakeholders in an unrecognized community of practice hence failing to shape the legitimacy of peripheral participation. Consequently, the rigidity of the hierarchical educational environment left little room for meaning construction and might hinder development of positive self-concept. Unawareness of students’ achievement emotions led to low perception of control and value, affecting their behavior and motivation towards learning.ConclusionMedical educators could benefit from faculty development targeted to facilitate changing roles of teachers in facing the more recent generation of students. Curricula could be designed to foster collaborative educational environments which promote legitimate participation, authentic expression of emotions, and positive self-concept.

Understanding Chinese second language learners’ foreign language learning boredom in online classes: its conceptual structure and sources

ABSTRACT Scholarly attention to foreign language learning boredom (FLLB) has surged in recent years. However, little is known about L2 learners’ online FLLB experience prompted by the COVID-19 pandemic. To fill this gap, the present mixed-methods study explores the conceptual structure and sources of FLLB in an online learning environment. A corpus of 348 Chinese as second language (CSL) learners participated in a questionnaire survey and 10 of them attended follow-up interviews. Exploratory factor analysis revealed a three-factor structure underlying CSL learners’ FLLB: classroom boredom, content boredom and teacher/learner boredom. Qualitative data enriched our understanding of the three-factor construct of FLLB and boredom sources in online classes. Results were discussed with reliance on the control-value theory of achievement emotions, previous findings, as well as their theoretical and practical implications for L2 teaching and learning. The newly found three-factor structure coincides with the long-lasting ‘3T’ difficulties [‘3T’ difficulties refer to three major concerns in teaching CSL. They are connected with how to implement effective teaching strategies, develop high-quality teaching materials and build qualified and capable teaching teams] in International Chinese education; therefore, it inspires CSL researchers and teachers to attach more importance to the negative emotion of FLLB in the future.

A Qualitative Study of Emotions Experienced by First-year Engineering Students during Programming Tasks

In introductory computer programming courses, students experience a range of emotions. Students often experience anxiety and frustration when they encounter difficulties in writing programs. Continued frustration can discourage students from pursuing engineering and computing careers. Although prior research has shown how emotions affect students’ motivation and learning, little is known about students’ emotions in programming courses. In this qualitative study of first-year engineering students taking an introductory programming course, we examined the emotions that these students experienced during programming tasks and the reasons for experiencing those emotions. Our study was grounded in the control-value theory of achievement emotions. Each research participant came to two laboratory sessions: a programming session and a retrospective think-aloud interview session. In the programming session, each participant worked individually on programming problems. We collected screen capture, biometrics, and survey responses. In the interview session, each participant watched a video of their actions during the programming session. After every 2 minutes of viewing, the participants reported the emotions that they had experienced during this 2-minute period. We performed a thematic analysis of the interview data. Our results indicate that the participants experienced frustration most frequently. Sometimes they experienced multiple emotions. For example, one participant felt annoyed because she had made a mistake, but she felt joy and pride when she fixed the mistake. To promote student learning, educators should take students’ emotions into account in the design of curriculum and pedagogy for introductory programming courses.

Higher education students’ achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey

The outbreak of the COVID-19 pandemic has had a wide range of negative consequences for higher education students. We explored the generalizability of the control-value theory of achievement emotions for e-learning, focusing on their antecedents. We involved 17019 higher education students from 13 countries, who completed an online survey during the first wave of the pandemic. A structural equation model revealed that proximal antecedents (e-learning self-efficacy, computer self-efficacy) mediated the relation between environmental antecedents (cognitive and motivational quality of the task) and positive and negative achievement emotions, with some exceptions. The model was invariant across country, area of study, and gender. The rates of achievement emotions varied according to these same factors. Beyond their theoretical relevance, these findings could be the basis for policy recommendations to support stakeholders in coping with the challenges of e-learning and the current and future sequelae of the pandemic.