Emotions in education

Goetz, Thomas; Frenzel, Anne C.; Loderer, Kristina; Lipnevich, Anastasiya A.; Stempfer, Lisa; Pekrun, Reinhard

doi:10.1016/b978-0-12-818630-5.14032-1

Cited by 8 publications

(8 citation statements)

References 92 publications

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“…This is actually in line with the assumptions of CVT [32]. The level of perceived control and its effect on boredom is explained by being over-challenged, as [62] reported that for undergraduate students, boredom is usually the result of over-challenge and not under-challenge.…”

Section: Discussionsupporting

confidence: 82%

“…Competence beliefs have been reported to shape students' emotions [61]. This provides support for the results in that students who have low controllability over the outcomes of the course and their expected grades (anxiety is classified as a prospective outcome emotion [62]) due to uncertainty in their language abilities will experience high levels of anxiety in spite of having low or high levels of interest in the course or of whether the course is of high or low value to them. However, this effect will be stronger for those who have lower interest and value than those who have higher interest and value.…”

Section: Discussionsupporting

confidence: 58%

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Control–Value Appraisals and Achievement Emotions: A Moderation Analysis

Abuzant,

Daher,

Mahamid

2023

Psych

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Emotions in second language acquisition have started to gain attention in the past few years. One of the main theories that has been used to investigate students’ achievement emotions is Pekrun’s control–value theory of achievement emotions. This research aims to use the control–value theory to investigate the relationship between control and value appraisals, their interaction, and the effect they have on anxiety, boredom, and enjoyment in the context of SLA. Data were collected from 515 university students enrolled in an English language course whose first language was Arabic. The results of analyzing the data indicated that students’ perceived intrinsic, attainment, and utility value interacted differently with students’ perceived control to affect anxiety, boredom, and enjoyment. The results highlight the role played by intrinsic value in the relationship between control and anxiety and control and enjoyment.

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Section: Discussionsupporting

confidence: 82%

Section: Discussionsupporting

confidence: 58%

Control–Value Appraisals and Achievement Emotions: A Moderation Analysis

Abuzant,

Daher,

Mahamid

2023

Psych

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“…peran emosi dalam pengembangan karakter tidak bisa diabaikan. Emosi bukan hanya reaksi pasif terhadap rangsangan tetapi juga memainkan peran aktif dalam motivasi belajar dan perilaku seseorang (Goetz et al, 2023). Emosi dapat memotivasi individu untuk mengadopsi dan mempertahankan perilaku yang sejalan dengan nilai-nilai karakter yang dijunjung, seperti kejujuran, tanggung jawab, dan empati.…”

Section: Temuan Neurosains Tentang Pengembangan Karakterunclassified

Pemahaman pada Neurosains pada Pendidikan Islam dan Hubungannya dengan Perkembangan Karakter

Sari,

Purnama Sari,

Sutarto

et al. 2024

ijmst

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Penelitian ini membahas mengenai penggunaan neurosains dalam pembelajaran PAI, tujuan dari penelitian ini adalah untuk mengetahui peranan neurosains dalam pendidikan islam serta tantangan dan hambatan dalam perkemnagan karakter peranannya, sumber primer dan sumber sekunder, Sumber data primer dalam penelitian ini menggunakan jurnal mengenai neurosains dan data sekunder yang di gunakan jurnal dan buku buku yang relavan, hasil penelitian ini menunjukan Penelitian dalam neurosains memberikan wawasan berharga untuk praktek pendidikan dan parenting, terutama dalam membentuk kelompok sosial dan karakter. Khususnya, Pendidikan Islam berperan penting dalam mengembangkan kepribadian Muslim yang ideal, dengan fokus tidak hanya pada pengetahuan tetapi juga pada pembinaan karakter dan akhlak. Meski begitu, banyak studi cenderung berkonsentrasi pada aspek biologis atau neurologis tanpa mengkaji aplikasi praktisnya dalam pembentukan karakter. Oleh karena itu, masih diperlukan bukti ilmiah lebih lanjut untuk mendukung penggunaan teknik neurosains dalam pendidikan karakter, serta mengatasi masalah biaya dan aksesibilitas intervensi yang berbasis neurosains.

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“…From this perspective, boredom can be defined as a unique emotional process consisting of four components: affective (unpleasant, aversive feeling), cognitive (altered perceptions of time, mind wandering), motivational (desire to withdraw from the current situation), and physiological/expressive (low arousal, yawning, looking tired; Goetz et al, 2019; Pekrun et al, 2010, 2014). The term “academic boredom” refers to boredom experienced in learning and achievement situations (Goetz, Stempfer, et al, in press; Pekrun et al, 2002). According to the specific learning context to which boredom is related, academic boredom can be either class-related, learning-related (including homework), or test-related.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Test boredom: Exploring a neglected emotion.

Goetz¹,

Bieleke²,

Yanagida³

et al. 2023

Journal of Educational Psychology

Self Cite

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The emotion of boredom has sparked considerable interest in research on teaching and learning, but boredom during tests and exams has not yet been examined. Based on the control-value theory of achievement emotions, we hypothesized that students may experience significant levels of boredom during testing ("test boredom"; Hypothesis 1) and that test boredom may be significantly related to theoretically hypothesized antecedents (control and value appraisals; Hypothesis 2) and outcomes ( performance; Hypothesis 3). We further hypothesized that test boredom was more detrimental when students felt overchallenged during the test than when they felt underchallenged ("abundance hypothesis"; Hypothesis 4). We tested these hypotheses in two studies (Study 1: N = 208 eighth graders; 54% female; Study 2: N = 1,612 fifth to 10th graders, 47% female) using both trait and state measures of test boredom in mathematics and their proposed antecedents and outcomes. In support of Hypothesis 1, participants reported statistically significant levels of boredom during tests. Furthermore, the relations of test boredom with its control and value antecedents (i.e., being over-or underchallenged, facets of value) were in line with our assumptions (Hypothesis 2). In support of Hypothesis 3, test boredom was significantly negatively related to academic achievement (grades). In line with Hypothesis 4, test scores were negatively related to boredom due to being overchallenged but unrelated, or even positively related, to boredom due to being underchallenged. Directions for future research on test boredom as well as practical implications are outlined.

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Emotions in education

Cited by 8 publications

References 92 publications

Control–Value Appraisals and Achievement Emotions: A Moderation Analysis

Control–Value Appraisals and Achievement Emotions: A Moderation Analysis

Pemahaman pada Neurosains pada Pendidikan Islam dan Hubungannya dengan Perkembangan Karakter

Test boredom: Exploring a neglected emotion.

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