A Control-Value Theory Approach: Relationships Between Academic Self-Concept, Interest, and Test Anxiety in Elementary School Children

Lohbeck, Annette; Nitkowski, Dennis; Petermann, Franz

doi:10.1007/s10566-016-9362-1

Cited by 37 publications

(33 citation statements)

References 80 publications

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“…The link between ASC and individual adaptation has been well established in empirical research. For instance, some studies indicated that ASC was associated with academic adaptation, such as academic emotion ( Goetz et al, 2006 ), test anxiety level ( Lohbeck et al, 2016 ), and academic achievement ( Khalaila, 2015 ; Albert and Dahling, 2016 ). However, the strength of the influence and contribution of ASC to adolescents’ non-academic adaptation (e.g., social adaptation) is uncertain.…”

Section: Introductionmentioning

confidence: 99%

Social Comparison Orientation and Social Adaptation Among Young Chinese Adolescents: The Mediating Role of Academic Self-Concept

et al. 2018

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This study aimed to investigate the relationship among social comparison orientation, academic self-concept (ASC), and social adaptation. A total of 1658 Chinese adolescents (48.88% male; aged 14–18 years, Mage = 16.01 ± 0.86 years) voluntarily participated in this study and completed questionnaires. Structural equation modeling (SEM) was performed to test the theory-driven model. The results showed that the relationship between comparison of opinion and social adaptation was mediated by ASC but that ASC did not play a mediating role between comparison of ability and social adaptation. These findings indicated that ASC could be one mechanism explaining the link between adolescents’ social comparison orientation and social adaptation. Furthermore, it is possible to intervene in their social comparison orientation and ASC to improve adolescents’ social adaptation.

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Section: Introductionmentioning

confidence: 99%

Social Comparison Orientation and Social Adaptation Among Young Chinese Adolescents: The Mediating Role of Academic Self-Concept

et al. 2018

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“…Concerning text comprehension (LaRusso et al, 2016), for older students, we also expected a better performance in the digital task (Hypothesis 1). As regards gender, we did not formulate any specific hypothesis, given previous inconsistent results (Lichtenfeld et al, 2012;Harari et al, 2013;Lohbeck et al, 2016;Raccanello et al, 2019a).…”

Section: Aimsmentioning

confidence: 99%

“…As they gradually become more able to distinguish ability from effort, and learn to differentiate between ability domains, such beliefs become more realistic but also more negative, and the stability of inter-individual differences increases; this already happens during primary school years (Aunola et al, 2002;Dweck, 2002;Jacobs et al, 2002). In addition, different studies reported gender differences for emotions such as enjoyment, anxiety, or boredom in mathematics or native language, but findings are not consistent (Lichtenfeld et al, 2012;Harari et al, 2013;Lohbeck et al, 2016;Raccanello et al, 2019a).…”

Section: Introductionmentioning

confidence: 98%

Factors Promoting Learning With a Web Application on Earthquake-Related Emotional Preparedness in Primary School

et al. 2020

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Little is known about interventions aimed at building children's emotional resilience to combat the psychological trauma associated with future earthquakes. However, natural disasters have potentially a highly traumatic impact on children's psychological functioning. Therefore, within the Emotional Prevention and Earthquakes in a primary school project, we developed a web application promoting earthquake-related emotional preparedness called HEMOT R (Helmet for EMOTions). We studied the role of achievement emotions as factors associated to learning using the web application, coherently with the assumptions of the control-value theory. We also took into account class level and gender. We involved 64 second and fourth graders who used a nine-level web application focused on earthquake-related knowledge, emotions, and emotion regulation. We assessed children's digital self-concept, learning at the web application (operationalized as digital text comprehension), application-related achievement emotions, and text comprehension. We analyzed the data through linear and generalized linear models, and path analyses. First, our findings documented class differences in some of the examined constructs: Pride was higher for younger compared to older children, while the digital performance was higher for older compared to younger students. Second, digital self-concept was positively linked to application-related pride and relaxation. In turn, pride, relaxation, and sadness, and also text comprehension, were linked to the digital performance. With some exceptions, these relations were in line with the assumptions of the control-value theory, extending it to a context disregarded within the current literature. This knowledge is a first step to develop further interventions fostering children's resources to promote learning related to emotional preparedness.

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“…La AE resulta ser relativamente frecuente, ya que su prevalencia se estima entre un 10% y un 40% a lo largo de la escolaridad obligatoria (von der Embse, Barterian, & Segool, 2013). Su inicio se sitúa en la etapa de Educación Primaria, evidenciándose incluso a la edad de siete años (Connor, 2003;Fernandes & Alves, 2012;Lohbeck, Nitkowski, & Petermann, 2016).…”

Section: Introducción Y Estado De La Cuestiónunclassified

Tipos de motivación en relación a la ansiedad ante los exámenes en el alumnado de educación primaria

Galán¹,

Rodríguez²

2020

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La ansiedad ante los exámenes supone una problemática creciente en el contexto académico, si bien su estudio en la etapa de Educación Primaria es todavía escaso. El presente trabajo pretende profundizar en los factores que subyacen a este fenómeno, analizando el papel que desempeñan la motivación extrínseca e intrínseca en el desarrollo de la ansiedad ante los exámenes. Se analiza también el efecto del género en esta relación. En el estudio participaron 274 estudiantes de quinto y sexto curso de Educación Primaria, seleccionados mediante un muestreo por conveniencia. Para la medida de la ansiedad ante los exámenes y del tipo de motivación se utilizaron cuestionarios validados. La capacidad predictiva de la motivación sobre la ansiedad ante los exámenes se determinó mediante un análisis de regresión lineal múltiple. Las diferencias de género se estimaron mediante la prueba de T de Student para muestras independientes. Los resultados evidenciaron que la motivación intrínseca constituye un predictor negativo significativo de la ansiedad ante los exámenes, siendo la motivación extrínseca un predictor positivo estadísticamente significativo. Las mujeres evidenciaron niveles significativamente más altos en motivación intrínseca que los hombres. No se encontraron diferencias de género significativas ni en motivación extrínseca ni en ansiedad ante los exámenes. Estos hallazgos parecen indicar que la motivación intrínseca es un factor de protección frente a la ansiedad ante los exámenes en Educación Primaria, y la motivación extrínseca, un factor de riesgo. Se sugieren algunas pautas para el profesorado con el fin de prevenir o reducir la tendencia del alumnado a experimentar ansiedad ante los exámenes.

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A Control-Value Theory Approach: Relationships Between Academic Self-Concept, Interest, and Test Anxiety in Elementary School Children

Cited by 37 publications

References 80 publications

Social Comparison Orientation and Social Adaptation Among Young Chinese Adolescents: The Mediating Role of Academic Self-Concept

Social Comparison Orientation and Social Adaptation Among Young Chinese Adolescents: The Mediating Role of Academic Self-Concept

Factors Promoting Learning With a Web Application on Earthquake-Related Emotional Preparedness in Primary School

Tipos de motivación en relación a la ansiedad ante los exámenes en el alumnado de educación primaria

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