Details

Autor(en) / Beteiligte

• Goetz, Thomas
• Keller, Melanie M
• Lüdtke, Oliver
• Nett, Ulrike E
• Lipnevich, Anastasiya A
• Kendeou, Panayiota
• Graham, Steve

Titel

The Dynamics of Real-Time Classroom Emotions: Appraisals Mediate the Relation Between Students' Perceptions of Teaching and Their Emotions

Ist Teil von

• Journal of educational psychology, 2020-08, Vol.112 (6), p.1243-1260

Ort / Verlag

Washington: American Psychological Association

Erscheinungsjahr

2020

Quelle

ERIC

Beschreibungen/Notizen

• Guided by Pekrun's (2006) control-value theory of achievement emotions, we investigated the mediating role of control and value appraisals in the relations between students' perceptions of teaching and their academic emotions. To account for the highly fluctuating and dynamic nature of emotions, we used the experience sampling method complemented by within-person mediation analyses. In 2 studies, n = 122 (Study 1) and n = 149 (Study 2) high school students reported on their real-time perceptions of teaching characteristics (grouped into two second-order factors: supportive presentation style and excessive lesson demands), their control and value (intrinsic and extrinsic) appraisals, and their academic emotions of enjoyment, anxiety, and boredom (n = 1,520/2,669 assessments within students). Across the 2 studies, we found consistent results on the intraindividual level that are in line with an assumption of the control-value theory: Appraisals of control and value mediated the effects of perceived characteristics of teaching on academic emotions (e.g., supportive presentation style showed positive effects on control, which, in turn, showed positive effects on enjoyment). At the same time-and contributing to further developments of the control-value theory-the relative importance of direct and indirect effects (i.e., amount of mediation) differed across emotions. For example, there was a strong direct effect of supportive presentation style on enjoyment, but no effect on anxiety. Similarly, appraisals differed in their relative importance as mediators both within and across emotions (e.g., extrinsic value was mainly relevant for anxiety, whereas intrinsic value contributed to enjoyment and boredom). Educational Impact and Implications Statement Theories do not only systematize a large number of phenomena in a coherent way, but also serve to make specific predictions that can be tested in empirical studies. This study examined one central assumption of a key educational psychological theory, the control-value theory of achievement emotions. We found that, as predicted, aspects of classroom instruction influenced students' judgments (i.e., cognitive appraisals) of how much control they had over events and how much they valued the activity. These appraisals, in turn, influenced students' experiences of enjoyment, anxiety, and boredom. In addition to supporting key assumptions of the theory, our findings could prove fruitful in the future, for instance when developing targeted interventions to improve students' emotional lives in the classroom.