scholarly journals Positive Emotions in Education

Beyond Coping ◽  
2002 ◽  
pp. 149-174 ◽  
Author(s):  
Reinhard Pekrun ◽  
Thomas Goetz ◽  
Wolfram Titz ◽  
Raymond P. Perry
Keyword(s):  
Positive Emotions ◽  
Self Regulation ◽  
Value Theory ◽  
Social Origins ◽  
Academic Emotions ◽  
Control Value ◽  
The Impact

Chapter 8 explores positive emotions (such as hope or pride) in education. It outlines studies into the occurrence of positive academic emotions, measurement of positive academic emotions using the Academic Emotions Questionnaire (AEQ), the impact of positive emotions on students’ learning, self-regulation, and achievement, and cognitive and social origins of students’ positive emotions, including control-value theory.

scholarly journals Emerging Evidence Regarding the Roles of Emotional, Behavioural, and Cognitive Aspects of Student Engagement in the Online Classroom

2017 ◽  
Vol 20 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Alexandra Pentaraki ◽  
Gary J. Burkholder
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Online Teaching ◽  
Learning Experience ◽  
Self Regulation ◽  
Value Theory ◽  
Emotional Reactions ◽  
Online Classroom ◽  
Control Value ◽  
The Impact

AbstractThere is emerging evidence that suggests emotions as a discrete factor in academic online contexts that significantly contribute to student engagement and higher order learning (Cleveland-Innes & Campbell, 2012; You, 2012, You & Kang, 2014; Zembylas, 2008; Liaw, 2008). Pekrun (2000) and Pekrun, Goetz, Frenzel, Barchfeld, and Perry (2011) developed the control-value theory of achievement emotion that not only showed that emotions represent a discrete category in student engagement, but that there are certain factors such as perceived academic control and self-regulation that function as antecedents of students’ emotional reactions that affect online learning. The aim of the present paper is to review the emerging research evidence of the impact of emotions on students’ engagement in order to understand the distinct role that emotions may play in online learning. The review also proposes strategies and activities that teachers can use in order to enhance students’ positive engagement in online learning. The findings suggest that emotions are significant factors in students’ engagement in online learning while cognitive and behavioural factors function as antecedents of emotions in online contexts. The inclusion of emotional, cognitive and behavioural strategies in online teaching can enhance students’ engagement and learning experience in the online classroom.

scholarly journals Applying Control-Value Theory and Unified Theory of Acceptance and Use of Technology to Explore Pre-service Teachers’ Academic Emotions and Learning Satisfaction

2021 ◽  
Vol 12 ◽  
Author(s):  
Changcheng Wu ◽  
Xue Gong ◽  
Li Luo ◽  
Qingling Zhao ◽  
Shan Hu ◽  
...  
Keyword(s):  
Technology Acceptance ◽  
Value Theory ◽  
Learning Performance ◽  
Unified Theory ◽  
Learning Context ◽  
Academic Emotions ◽  
Control Value ◽  
Learning Satisfaction ◽  
Use Of Technology ◽  
The Relationship

Academic emotions refer to the emotions related to achievement activities or outcomes. Academic emotions are directly related to learning performance and have been recognized as critical to learners’ learning satisfaction and learning effectiveness in the online learning context. This study aimed to explore the relationship between academic emotions and learning satisfaction and their underlying mechanisms in massive open online courses (MOOCs) learning context using mediation models. This study adhered to the theoretical frameworks of the control-value theory (CVT) and the unified theory of acceptance and use of technology (UTAUT). Participants were 283 pre-service teachers who volunteered from a normal university in Southwestern China. Results revealed that: (a) academic emotions did not predict learning satisfaction; (b) learning interest and technology acceptance fully mediated the influence of academic emotions on learning satisfaction; (c) the four dimensions of technology acceptance did not mediate the relationship between academic emotions and learning satisfaction. This study integrated CVT and UTAUT models, and the results emphasized the importance of academic emotions and learning satisfaction in CVT and provision of additional support for UTAUT. Therefore, these findings have significant implications for improving the quality of MOOCs in the post-pandemic era.

How Parental Involvement Influences Adolescents’ Academic Emotions from Control-Value Theory

2019 ◽  
Vol 29 (2) ◽  
pp. 282-291
Author(s):  
Yan Dong ◽  
Hongfei Wang ◽  
Lin Zhu ◽  
Chen Li ◽  
Yuan Fang
Keyword(s):  
Parental Involvement ◽  
Value Theory ◽  
Academic Emotions ◽  
Control Value

Academic emotions of Chinese students during education reform: A cross-temporal meta-analysis

2020 ◽  
Vol 41 (4) ◽  
pp. 368-387
Author(s):  
Hao Lei ◽  
Ming Ming Chiu
Keyword(s):  
Standard Deviation ◽  
Education Reform ◽  
Meta Analysis ◽  
Eastern China ◽  
Value Theory ◽  
Central China ◽  
Western China ◽  
Academic Emotions ◽  
High Arousal ◽  
Control Value

China’s education reforms might affect students’ academic emotions (and hence their motivation and learning outcomes). This study examines Chinese adolescents’ academic emotions across time via a cross-temporal meta-analysis of 96 studies published between 2004 and 2017. Our results indicate that in later years, adolescents’ positive high-arousal and positive low-arousal emotions were higher, while negative low-arousal emotions were lower. Compared to 2004, positive high-arousal and positive low-arousal emotions in 2017 were both over half a standard deviation higher, while negative low-arousal emotions were over half a standard deviation lower. Positive high-arousal and positive low-arousal emotions were higher in later years in Eastern China but not in Central China and Western China. In later years, negative low-arousal emotions were lower in Eastern and Western China than in Central China. Gender differences were not significant. These results are consistent with both control-value theory and the claim that curriculum and instruction reform helped improve students’ academic emotions in China.

scholarly journals Student achievement emotions: Examining the role of frequent online assessment

2021 ◽  
pp. 75-87
Author(s):  
Kaitlin Riegel ◽  
Tanya Evans
Keyword(s):  
Higher Education ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Value Theory ◽  
Online Assessment ◽  
Achievement Emotions ◽  
Control Value ◽  
Qualitative Approaches ◽  
Positive Assessment

The rapid inclusion of online assessment in higher education has left a void in investigating the relationship this form of assessment has with student emotions. This study examines the influence of frequent online assessment on student emotions in a university setting using a mixed-methods approach. Students' emotions in an online quiz and a traditional classroom test in a second-year mathematics course (n = 91) were analysed using both quantitative and qualitative approaches, through the lens of the control-value theory. The study used an adaptation of the Achievement Emotions Questionnaire (AEQ) to collect data on reported student emotions in both assessments, as well as qualitative data on student’s views of the frequent online assessment. Students reported higher levels of positive emotions and lower levels of negative emotions in an online quiz compared to the test, and we attempted to identify sources of these differences. The findings are discussed together with implications for habitualisation of assessment emotions. Practically grounded generalisations are outlined as opportunities for disrupting negative emotions and reaffirming positive emotions, which are suitable for implementation in higher education on a broad scale. Implications for practice or policy: For educators designing tertiary assessment aimed at promoting positive and reducing negative emotions, we advise incorporating features that students perceive as allowing them greater control over obtaining success. Specifically, we advise incorporating frequent low stakes online quizzes into tertiary courses. These present opportunities for students to habitualise positive assessment-related emotions, which correlate with performance and constructs such as self-efficacy. The Achievement Emotions Questionnaires (AEQ) can be adapted to investigate achievement emotions in different forms of assessment.

scholarly journals Ακαδημαϊκά συναισθήματα και κίνητρα για την ανάγνωση: προκαταρκτικά ευρήματα για την ανάπτυξη και τις μεταξύ τους σχέσεις στην παιδική ηλικία και την προεφηβεία

2021 ◽  
Vol 26 (1) ◽  
pp. 73
Author(s):  
Παναγιώτα Δημητροπούλου ◽  
Διαμάντω Φιλιππάτου ◽  
Ελισάβετ Χρυσοχόου ◽  
Πέτρος Ρούσσος ◽  
Ασημίνα Μ. Ράλλη ◽  
...  
Keyword(s):  
Elementary School ◽  
Middle Childhood ◽  
Positive Emotions ◽  
Self Regulation ◽  
Autonomous Motivation ◽  
Discussion Section ◽  
Academic Emotions ◽  
Achievement Emotions ◽  
Relevant Evidence ◽  
Age Appropriate

In recent years, there is an increased interest in exploring psycho-emotional dimensions of learning. Scholars emphasize the important roles of emotion and motivation, in parallel to cognitive functions, in facilitating performance and achievement at school. Within this framework, the present study aimed at offering preliminary findings regarding reading-related academic emotions and motivation in the middle childhood and pre-adolescence years; relevant evidence in the Greek context remains scarce. The sample consisted of students attending the 3rd (Ν = 85) and 5th (Ν = 76) grades of elementary school. Participants completed (a) the Achievement Emotions Questionnaire – Elementary School, (b) the Achievement Emotions – Questionnaire for Pre-adolescence, (c) the Motivation for Reading Questionnaire as well as (d) the Self-Regulation Questionnaire – Reading Motivation. The analyses revealed a decrease of motivation for pre-adolescents regarding reading in academic or recreational contexts. As far as academic emotions are concerned, the positive emotion of enjoyment for reading also decreased as a function of age. Furthermore, positive emotions were positively related with internal motives in contrast to negative emotions, which also correlated positively yet with external motives. The discussion section highlights the need for continuing this line of research, which could eventually inform the development of age-appropriate interventions in schools, aiming to boost autonomous motivation and positive affect connected with learning.

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

2021 ◽  
Vol 12 ◽  
Author(s):  
Yingli Yang ◽  
Zihan Gao ◽  
Yawen Han
Keyword(s):  
Learning Environment ◽  
Self Regulation ◽  
Value Theory ◽  
English Learning ◽  
Learning Context ◽  
Structured Interviews ◽  
Achievement Emotions ◽  
Efl Learners ◽  
Control Value ◽  
Environmental Antecedents

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.

Control-Value Theory of Achievement Emotions and Its Relevance to School Psychology

2021 ◽  
pp. 082957352110539
Author(s):  
Virginia Tze ◽  
Patti Parker ◽  
Alyse Sukovieff
Keyword(s):  
School Psychology ◽  
School Psychologists ◽  
Cognitive Appraisals ◽  
Value Theory ◽  
Academic Emotions ◽  
Achievement Emotions ◽  
Attributional Retraining ◽  
Control Value ◽  
And Performance ◽  
And Control

The control-value theory (CVT) of achievement emotions is a well-established theoretical framework which delineates the predictive relationships among distal and proximal antecedents, academic emotions, and student engagement and achievement. Although most research anchored in CVT is conducted by educational psychologists, the theory is arguably applicable to the field of school psychology. In this article, we first provide a brief overview of the theory, with a specific focus on the proximal antecedents (i.e., cognitive appraisals), as well as academic emotions and performance. Given that school psychologists are often consulted with strategies regarding students’ emotional challenges exhibited in the classroom, we then discuss empirical evidence of control- and value-based interventions (e.g., attributional retraining, utility-value), both of which can be posited to address the cognitive appraisals of achievement emotions. Lastly, we discuss the implications of CVT and control- and value-based interventions to school psychologists’ work.

Sign in / Sign up

Export Citation Format

Share Document