Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis

Putwain, David W.; Pekrun, Reinhard; Nicholson, Laura; Symes, Wendy; Becker, Sandra; Marsh, Herbert W.

doi:10.3102/0002831218786689

Cited by 127 publications

(140 citation statements)

References 73 publications

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“…Second, there is an essential need to evaluate and know the level of effective teaching, and to detect the different contexts of regulatory teaching, especially when these are non-regulating or dysregulating, because of their negative emotional on students' emotional experiences. The academic experiences of emotional disconnection (boredom) and of negative emotionality (anger, anxiety, shame, hopelessness) have been amply associated with academic failure and dropout (Putwain et al, 2018, 2019; Reindla et al, 2018). There is also a need to observe experiences of satisfaction (enjoyment, hope, engagement), that these might be maintained and promoted within the university community.…”

Section: Discussionmentioning

confidence: 99%

Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students

et al. 2019

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The SRL vs.ERL Theory predicts that a student's own self-regulation and the regulatory nature of the context are factors that jointly determine the student's level of motivational-affective variables. However, this principle has not yet been verified in the case of achievement emotions. The aim of this research was to test this prediction, with the hypothesis that students' level of self-regulation (low-medium-high), in interaction with the regulatory nature of the teaching (low-medium-high), would determine positive or negative emotions as well as the degree of burnout/engagement. A total of 440 university students completed validated questionnaires on self-regulation; regulatory teaching; achievement emotions in class, in study and in testing situations; and on burnout/engagement. Using a quasi-experimental design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1) were carried out. The results confirmed that the level of self-regulation and the level of external regulation jointly determined university students' level of achievement emotions, as well as their level of burnout/engagement. Based on these results, a five-level progressive scale was configured. We conclude that this scale may be useful and adequate as a heuristic technique or model for understanding and analyzing the type of student-teacher interaction that is taking place in the university classroom, and thereby learn the probability of stressful effects and the students' level of emotional health.

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Section: Discussionmentioning

confidence: 99%

Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students

et al. 2019

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“…On the other hand, it is essential that university teachers be trained to minimize stress factors through the design of their teaching process. The concept of effective teaching is associated with well-planned teaching, and with fostering in students a perception of control (Paris and Winograd, 2003;Putwain et al, 2019;Shannon et al, 2019). If students with a low level of SR perceive more stress factors and also experience more stress symptomology inherent to the teaching process, any innovative teaching design should take this personal factor into account.…”

Section: Implications For the Practice Of Educational Psychology At Umentioning

confidence: 99%

Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students

Fuente

Romera²,

González-Torres

et al. 2020

Front. Psychol.

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The SRL vs. ERL Theory TM predicts that regulation-related factors in the student and in the context combine to determine the student's levels in emotional variables, stress, and coping strategies. The objective of the present research was to test this prediction in the aspect of coping strategies. Our hypothesis posed that students' level of self-regulation (low-medium-high), in combination with the level of regulation promoted in teaching (low-medium-high), would determine the type of strategies students used to cope with academic stress; the interaction of these levels would focus coping strategies either toward emotions or toward the problem. A total of 944 university students completed validated questionnaires on self-regulation, regulatory teaching, and coping strategies, using an online tool. ANOVAs and MANOVAs (3 × 1; 3 × 3; 5 × 1) were carried out, in a quasi-experimental design by selection. Level of self-regulation and level of regulatory teaching both had a significant effect on the type of coping strategies used. The most important finding was that the combined level of self-regulation and external regulation, on a five-level scale or heuristic, predicted the type of coping strategies that were used. In conclusion, the fact that this combination can predict type of coping strategies used by the student lends empirical support to the initial theory. Implications for the teachinglearning process at university and for students' emotional health are discussed.

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“…Integrating across both perspectives, Pekrun's [44,45] controlvalue theory of achievement emotions proposes that boredom should be linked with either low or high control. In other words, according to this theory, students should experience boredom when they appraise that success is either quite easily or only barely attainable for them [40]. This implies that both low and high achievers may experience high levels of boredom.…”

Section: Boredom Due To Being Over-vs Under-challengedmentioning

confidence: 99%

Excessive boredom among adolescents: A comparison between low and high achievers

et al. 2020

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Existing research shows that high achievement boredom is correlated with a range of undesirable behavioral and personality variables and that the main antecedents of boredom are being over- or under-challenged. However, merely knowing that students are highly bored, without taking their achievement level into account, might be insufficient for drawing conclusions about students’ behavior and personality. We, therefore, investigated if low- vs. high-achieving students who experience strong mathematics boredom show different behaviors and personality traits. The sample consisted of 1,404 German secondary school students (fifth to 10th grade, mean age 12.83 years, 52% female). We used self-report instruments to assess boredom in mathematics, behavioral (social and emotional problems, positive/negative affect, cognitive reappraisal, and expressive suppression), and personality variables (neuroticism and conscientiousness). In comparing highly bored students (more than one SD above M, n = 258) who were low vs. high achievers (as indicated by the math grade, n = 125 / n = 119), results showed that there were no mean level differences across those groups for all variables. In conclusion, our results suggest that high boredom can occur in both low- and high-achieving students and that bored low- and high-achievers show similar behaviors and personality profiles.

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Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis

Cited by 127 publications

References 73 publications

Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students

Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students

Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students

Excessive boredom among adolescents: A comparison between low and high achievers

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