Control Value Theory Of Emotions Research Articles

Can I control my actions and emotions? Examining when and why employees react adaptively or maladaptively to coworker voice

AbstractVoice highlights important issues in the workplace, but it may be malfunctional if recipients do not possess the adequate mastery to act on the feedback received. Our research draws on the control value theory of emotions to explain how appraisals and affective processes shape employees' adaptive or maladaptive responses to challenge‐oriented voices from their coworkers. We contend that constructive (destructive) coworker voice activates a positive (negative) affective state more strongly in recipients who perceive higher (vs. lower) behavioral control because they will attribute greater personal responsibility over the voice content. We also expect the affective states to predict interpersonal citizenship behavior and work withdrawal behavior more strongly in recipients with lower (vs. higher) emotional control due to their greater susceptibility to the influences of affective states. The results from three‐wave, multi‐source data collected from 307 insurance sales representatives support most of our hypotheses, except that perceived behavioral control does not moderate the link between destructive coworker voice and employee negative affective state. The findings extend voice literature by taking a recipient perspective on how and why they react differently to constructive or destructive coworker voice, and offer practical suggestions for facilitating optimal behavioral responses to coworker voice in an applied setting.

A Qualitative Examination of Science Teachers’ Emotions, Emotion Regulation Goals and Strategies

The purpose of the study was to examine science teachers’ emotions, emotion regulation goals and strategies during instruction, and the role of teaching experience, teacher efficacy beliefs, and teacher goal orientations in their emotions and emotion regulation using the control-value theory of emotions and the process model of emotion regulation. We employed a multiple-case holistic design with three in-service science teachers. Data were collected from teacher diaries, video recordings, fieldnotes from non-participant observations, and semi-structured interviews. For data analysis, the deductive method, content analysis, and the constant comparative method were employed. Results showed that the most frequently experienced emotions during the instruction were enjoyment and contentment as positive emotions and worry and anger as negative emotions. The teachers mostly used antecedent-focused emotion regulation strategies for hedonic reasons. The most frequently used emotion regulation strategy was situation selection, which was mostly employed for classroom management issues. In addition, findings indicated that the teachers differed in their emotions, emotion regulation goals, and emotion regulation strategies based on their years of teaching experience, self-efficacy beliefs, goal orientations, and pedagogical content knowledge. Results suggest the importance of teacher emotions in science education to nurture effective science pedagogies and to enrich science teaching.

Objective Score Versus Subjective Satisfaction: Impact on Emotions Following Immediate Score Reporting

There are positive feedback loops between students’ grades and emotions. However, subjective appraisals, not grades, are theorized to trigger emotions. We extended previous research by comparing the effects of objective score and subjective appraisals of the score (i.e., satisfaction) on emotions. We used an ecologically-valid quasi-experimental design and found differences in how objective score compared to satisfaction impacted emotions. Main effects for score showed positive associations with hope, pride, relief, and negative associations with anxiety, anger, and shame. An interaction for satisfaction occurred such that students who were satisfied with their score had the same effect as objective score, but students who were unsatisfied with their score felt less hope, pride, relief, and more anger and shame. Implications for the control-value theory of emotions as well as for instructors are discussed.

Cognitive appraisals mediate relationships between two basic psychological needs and emotions in a massive open online course

Massive Open Online Courses (MOOCs) are online learning environments reaching hundreds of thousands of learners, thus, supporting motivation and emotions in this context is crucial. Researchers use motivation theory to guide their studies, however, singular theoretical approaches are most common. Combining two motivation theories, self-determination theory and the control-value theory of emotions, the purpose of this study was to examine boredom and enjoyment in a MOOC and the extent to which they are supported by autonomy and relatedness, and the cognitive appraisals of control and value. There is some evidence that different learning contexts facilitate different achievement emotions between men and women, thus we also examined whether pathways leading to boredom and enjoyment differed based on gender. We used structural equation modeling to test the relationships between the basic psychological needs, cognitive appraisals, and emotions. Results showed that men and women differed in their relationships between autonomy and the two emotions: for men autonomy was negatively associated with boredom and enjoyment; for women, there were no significant direct effects. All other relationships were invariant to gender. Autonomy exerted a negative indirect effect on boredom and a positive indirect effect on enjoyment through control and value. Relatedness exerted a positive indirect effect on enjoyment through value only and a negative indirect effect on boredom through value only. Implications are discussed regarding the antecedents to emotions within a MOOC.

Achievement goals, emotions, learning, and performance: A process model.

The present study evaluates the relations between achievement goals, emotions, learning strategies, and performance as informed by Pekrun’s control-value theory of emotions. Undergraduates from various disciplines (N 203) completed domaingeneral, self-report measures in the fall and winter semesters with sessional GPAs evaluated over a 2-year period. Results from cross-lagged and latent growth structural equation models illustrate the benefits of mastery-approach goals for students’ emotions, with performance-approach goals predicting less critical thinking, and performance-avoidance goals predicting more anxiety, boredom, critical thinking, and lower achievement gains. Whereas enjoyment was beneficial for most learning strategies, boredom predicted poorer time management, and anxiety predicted lower selfmonitoring and overall GPA. Learning strategies impacted subsequent achievement only in the second semester, with elaboration predicting achievement gains and critical thinking predicting lower overall GPA. Study results provide empirical support for Pekrun’s control-value theory and achievement goal theory in showing both direct and indirect effects of students’ goals on academic achievement through their emotions and learning strategies.

Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: a control-value approach

Synchronous hybrid delivery (simultaneously teaching on-campus and online students using web conferencing) is becoming more common; however, little is known about how students experience emotions in this learning environment. Based on Pekrun’s (2006) control-value theory of emotions, the dual purpose of this study was first to compare synchronous hybrid students who attend online versus on-campus in terms of control, value, emotions and perceived success and second to compare students’ degree of emotional activation in the domains of programme achievement and technology use. Survey data from 101 graduate business students revealed that online students reported significantly higher levels of technology-related anger, anxiety and helplessness. Furthermore, in comparison to their on-campus counterparts, online students more clearly separated their emotions in terms of programme achievement and technology use. Emotions related significantly to students’ perceived success for both programme achievement and technology use, and mediated the effects of control and value appraisals on perceived success.Keywords: online learning; web conferencing; distance education; graduate business education; mediational analysisCitation: Research in Learning Technology 2015, 23: 26097 - http://dx.doi.org/10.3402/rlt.v23.26097