Relative incidence and origins of achievement emotions in computer-based collaborative problem-solving: A control-value approach

Camacho-Morles, Jesús; Slemp, Gavin R.; Oades, Lindsay G.; Pekrun, Reinhard; Morrish, Lucy

doi:10.1016/j.chb.2019.03.035

Cited by 23 publications

(17 citation statements)

References 43 publications

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“…Research investigating the control–value origins of anger is scarce (see Camacho-Morles et al, 2019; Pekrun & Perry, 2014). Cross-sectional studies have shown that control and positive value appraisals are negatively related to secondary school students’ anger during math, physics, and language classes (Goetz, Cronjaeger, et al, 2010; Peixoto, Sanches, et al, 2017) and computer-based collaborative problem solving (Camacho-Morles et al, 2019). In longitudinal studies, prior control negatively predicted students’ subsequent anger during math classes in secondary school (Pekrun et al, 2019) and during university courses (Garn et al, 2017).…”

Section: Control-value Theory Of Achievement Emotionsmentioning

confidence: 99%

“…Corroborating core assumptions of CVT, cross-sectional evidence shows that high levels of perceived control and positive value are positively related with students’ enjoyment. Evidence comes from studies with primary school students (Goetz et al, 2008; Putwain et al, 2018), secondary school students (Camacho-Morles et al, 2019; Goetz et al, 2008; Hagenauer & Hascher, 2014; Mercan, 2020; Van der Beek et al, 2017), and university students (Pekrun et al, 2011) that investigated students’ emotions in math, science, and language classes, computer-based collaborative problem-solving, and university courses. Longitudinal research examining relations between appraisals and enjoyment is rare, but initial evidence suggests that prior control and positive value appraisals positively predict later enjoyment in primary school (Putwain et al, 2018), secondary school (Goetz, Frenzel et al, 2010; Mercan, 2020; Pekrun et al, 2019), and university students (Garn et al, 2017) during math and language classes as well as university courses.…”

Section: Control-value Theory Of Achievement Emotionsmentioning

confidence: 99%

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Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis.

Forsblom¹,

Pekrun²,

Loderer³

et al. 2022

Journal of Educational Psychology

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Based on control-value theory (CVT), we examined longitudinal relations between students’ control and value appraisals, three activity-related achievement emotions (enjoyment, anger, and boredom), and math achievement (N = 1,716 fifth and seventh grade students). We assessed appraisals and emotions with self-report measures of perceived competence in math, perceived value of math, and math emotions, and achievement with school grades in math. All variables were measured in each of three consecutive annual assessments. Using structural equation modeling, we tested the CVT proposition that appraisals, emotions, and achievement show reciprocal relations over time. We hypothesized that (a) control-value appraisals influence the emotions, (b) the emotions influence achievement, and (c) achievement reciprocally influences appraisals and emotions. Supporting these hypotheses, the findings show that students’ perceived competence and perceived value positively predicted their subsequent enjoyment and negatively predicted their anger and boredom, controlling for prior levels of these variables, gender, and prior achievement. Students’ enjoyment positively predicted subsequent math achievement; anger and boredom negatively predicted achievement. Achievement showed reciprocal positive predictive effects on subsequent perceived competence, value, and enjoyment, and negative effects on subsequent anger and boredom; the effects on enjoyment and boredom were significant from Time 1 to 2 only. As posited in CVT, the effects of achievement on the emotions were mediated by perceived competence. In sum, the findings suggest that enjoyment, anger, and boredom influence students’ achievement in mathematics, and that control-value appraisals and achievement are important antecedents of these emotions. Implications for future research and educational practice are discussed.

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Section: Control-value Theory Of Achievement Emotionsmentioning

confidence: 99%

Section: Control-value Theory Of Achievement Emotionsmentioning

confidence: 99%

Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis.

Forsblom¹,

Pekrun²,

Loderer³

et al. 2022

Journal of Educational Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…For example, hopelessness is experienced when there is a complete lack of perceived control of the activity, anger appears when there is perceived negative intrinsic or extrinsic value of the activity, and enjoyment is assumed to depend on an interaction of positive control and value appraisals of the activity and learning outcomes. Many researchers explored the antecedents of different achievement emotions based on the control-value appraisals (Camacho-Morles et al, 2019;Ghensi et al, 2021). Putwain et al (2018) explored the control-value appraisals as the antecedents of enjoyment and boredom and found that control and value appraisals can positively predict enjoyment while negatively predict boredom.…”

Section: Control-value Theory (Cvt) Of Achievement Emotionsmentioning

confidence: 99%

Exploring Chinese EFL Learners' Achievement Emotions and Their Antecedents in an Online English Learning Environment

2021

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Drawing on the control-value theory, this study adopted a qualitative approach to explore the various achievement emotions Chinese EFL learners experienced in an online English learning environment and their antecedents during the COVID-19 pandemic period. Data were collected from six Chinese EFL students through semi-structured interviews and reflective journals supplemented with their class notes. Thematic analysis was performed using the qualitative data management software NVivo 12 plus. Results showed that the students experienced diverse emotions such as enjoyment, relaxation, anxiety, guilt, boredom and helplessness. Apart from the environmental antecedents of teacher and peer factors and individual antecedents of control-value appraisals, four novel antecedents were identified which had influence on emotions experienced in the online learning context, including environmental antecedents of internet connection and workload outside classroom, as well as the individual antecedents of students' self-regulation of learning behavior and learning environment.

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“…Particularly boredom results when learning activities do not offer any incentive value (Ahmed et al, 2010;Bieg et al, 2013;Pekrun et al, 2010). Studies of achievement emotions in online learning contexts show similar relationships between value appraisals and emotions, suggesting that findings are equally robust in online learning situations (Camacho-Morles et al, 2019; for an overview, see Daniels & Stupnisky, 2012). Research on frustration is scarce, but based on theoretical assumptions, frustration will arise when the value of the activity is negative (e.g., when the engagement in a particular task is perceived as taking too much effort at the expense of other valued activities) (Pekrun, 2006(Pekrun, , 2018.…”

Section: Empirical Evidence On the Relationships Between Expectancy-value Appraisals And Emotionsmentioning

confidence: 93%

Manuscript_accepted

Berweger¹,

Born²,

Dietrich³

2021

Preprint

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Motivation and emotion are of critical importance for students’ academic learning and achievement. Drawing on Eccles and colleagues’ situated expectancy-value theory and Pekrun’s control-value theory, we examined to what extent specific expectancy-value appraisals related to studentsʼ achievement emotions. We collected intensive state data of N = 95 university students over one semester in an online learning environment. Students’ appraisals were analyzed on different aggregation levels in a hierarchical design, which accounts for variability within learning situations and between students. Our results corroborated theoretical assumptions that expectancy-value appraisals are positively associated with positive emotions and negatively with negative emotions. However, we found that students experienced positive emotions in learning situations of high intrinsic and utility value, but not in situations of high attainment value. Examining appraisal combinations and discrete emotions, we found that particularly studentsʼ perceived costs moderated the relationship between expectancy and frustration and boredom on the situation level.

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Relative incidence and origins of achievement emotions in computer-based collaborative problem-solving: A control-value approach

Cited by 23 publications

References 43 publications

Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis.

Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis.

Exploring Chinese EFL Learners' Achievement Emotions and Their Antecedents in an Online English Learning Environment

Manuscript_accepted

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