Antecedents of everyday positive emotions: An experience sampling analysis

Abstract

The focus of this study is on everyday positive emotions and their relations to critical appraisal antecedents. Following from classical appraisal theory and Pekrun's (2006) control-value theory of achievement emotions, two research questions were addressed, namely whether cognitive appraisals of control and value were related to discrete positive emotions in everyday situations and whether control and value antecedents interact in predicting these emotions. We further investigated whether control/ value and positive emotion relations changed as a function of situational factors (achievement vs. non-achievement settings). 50 university freshmen (78% female) were assessed by use of the experience sampling method for a period of I week, with intraindividual analyses conducted using a multi level , idiographic approach. Consistent with our hypotheses, the emotions of enjoyment, pride, and contentment were positively related to control and value appraisals. Further, control and value interacted to predict T. Goetz (121) University of Konstanz, Universitaetsstr. 10, 78457 Constance, Germany e mail: thomas.goetz@ unikonstanz.de

Control-value appraisals predicting students’ boredom in accounting classes: a continuous-state-sampling approach

“…More explicitly, the control-value theory postulates a noncompensatory relation of value and control in predicting boredom, so that the lowest degree of boredom implies increased value and control. In this regard, Goetz et al (2010) found that control and value appraisals predict positive emotions in a multiplicative manner. They identified an interaction effect and assumed that perceived control and positive emotional experiences were greater in situations of high subjective value while controlling for the main effects.…”

“…The scarce existing results indicate significant interactions between control and value appraisals predicting everyday positive emotions (cf. Goetz et al 2010) as well as different effects of control appraisals on academic boredom in cases of low versus high value (Bieg et al 2013).…”

“…Adding to that argument, the existing findings on academic boredom are mostly based on students' trait self-reports which, in a higher degree than state reports, may be biased due to the retrospective evaluation of relevant situations (Robinson and Clore 2002). Only a few recent studies investigating students' ' boredom take advantage of process-oriented measurement approaches implementing well-tried experience-sampling procedures in situ (Hektner et al 2007;Goetz et al 2010;Nett et al 2011). Experience sampling methods provide wide scopes for research designs concerning the quantity and frequency of measurement points as well as the type of inducement of probands' answering.…”

A theoretical framework and research agenda for studying team attributions in sport

“…A related emotion, pride, has also been assessed in attribution research (Tracy & Robins, 2007;Nickel & Spink, 2010). Both pride and self-esteem should respond similarly to attributions, and controllability in particular has been hypothesised have an important effect on these feeling states (Goetz, Frenzel, Stoeger, & Hall, 2010). Further, the perceived mutability hypothesis (Roese & Olson, 2007) points to an important role for the interaction of controllability and generalisability dimensions by describing how poor performance is less damaging to selfesteem when the circumstance is open to modification (e.g.…”

Upward, Downward, and Horizontal Social Comparisons: Effects on Adjustment, Emotions, and Persistence in Teachers

“…For example, experience sampling methods could better inform our understanding of how teachers compare themselves to others in real-life classroom settings (cf. Goetz, Frenzel, Stoeger, & Hall, 2010), with objective health indicators also serving as more ecologically valid outcome measures (e.g., teacher self-efficacy and cortisol; Schwerdtfeger, Konermann, & Schonhofen, 2008).…”