A Control–Value Theory Approach to Boredom in English Classes Among University Students in China

2021 ◽  
Author(s):  
CHENGCHEN LI
Keyword(s):  
University Students ◽  
Value Theory ◽  
Theory Approach ◽  
Control Value ◽  
English Classes

Do clickers enhance learning? A control-value theory approach

2016 ◽  
Vol 103 ◽  
pp. 170-182 ◽  
Author(s):  
Isabel Buil ◽  
Sara Catalán ◽  
Eva Martínez
Keyword(s):  
Value Theory ◽  
Theory Approach ◽  
Control Value

Class-Related Emotions in Secondary Physical Education: A Control-Value Theory Approach

2017 ◽  
Vol 36 (4) ◽  
pp. 409-418 ◽  
Author(s):  
Kelly L. Simonton ◽  
Alex C. Garn ◽  
Melinda Ann Solmon
Keyword(s):  
Physical Education ◽  
Value Theory ◽  
Control Beliefs ◽  
Theory Approach ◽  
Achievement Emotions ◽  
Control Value ◽  
Meaningful Information ◽  
Teacher Responsiveness ◽  
And Control ◽  
Student Control

Purpose:Grounded in control-value theory, a model of students’ achievement emotions in physical education (PE) was investigated.Methods:A path analysis tested hypotheses that students’ (N = 529) perceptions of teacher responsiveness, assertiveness, and clarity predict control and value beliefs which, in turn, predict enjoyment and boredom.Results:Teacher clarity predicted student control (β = .31; R2= .09) and value (β = .21; R2= .07) beliefs. Value and control beliefs positively predicted enjoyment (β = .71; β = .11; R2 = .58) and negatively predicted boredom (β = -.61; β = -.13; R2 = .47).Discussion:Findings provide meaningful information about the source of students’ emotional experiences in PE. The importance of instructional clarity within the model highlights the need for teachers to use a variety of clarifying strategies during instruction. The strong links between value beliefs and emotions suggest teachers need to explicitly discuss the intrinsic and extrinsic worth of PE content.

scholarly journals Dampening Effects of Perceived Teacher Enthusiasm on Class-Related Boredom in College Students: Longitudinal Mediation Effects of Perceived Task Value

2021 ◽  
Vol 12 ◽  
Author(s):  
Guan-yu Cui ◽  
Jing-yi Chen ◽  
Chen Wang ◽  
Chen Zhang ◽  
Xia Zhang ◽  
...  
Keyword(s):  
College Students ◽  
Task Difficulty ◽  
Control Variable ◽  
Value Theory ◽  
Task Value ◽  
Mediation Effects ◽  
Control Value ◽  
Longitudinal Mediation ◽  
Teacher Enthusiasm ◽  
Boredom Proneness

This study aims to explore the longitudinal mediation effects of college students’ perceived task value (PTV) between perceived teacher enthusiasm (PTE) and class-related boredom (CB). We conducted a longitudinal survey among college students from five colleges at the second (T1), sixth (T2), tenth (T3), and fourteenth week (T4) in a semester, and overall 1,371 students completed all the measurements. In the survey, a battery of questionnaires was used to measure the students’ PTE, perception of task difficulty, perception of task value, and CB. At T1, boredom proneness was measured as a control variable. Analysis of the longitudinal data showed that after controlling for the effects of boredom proneness and perceived task difficulty, students’ PTE was a significant predictor of CB, and students’ PTV played a significant mediating role in this causation relationship. The study supported the importance of the control-value theory in explaining the mitigating effect of students’ PTE on CB, especially highlighting the role of PTV.

scholarly journals University Students’ Basic Psychological Needs, Motivation, and Vitality Before and During COVID-19: A Self-Determination Theory Approach

2021 ◽  
Vol 12 ◽  
Author(s):  
Florian H. Müller ◽  
Almut E. Thomas ◽  
Matteo Carmignola ◽  
Ann-Kathrin Dittrich ◽  
Alexander Eckes ◽  
...  
Keyword(s):  
Distance Learning ◽  
University Students ◽  
Basic Needs ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Theory Approach ◽  
German Version ◽  
Motivational Regulation

Self-determination theory assumes that the basic psychological needs for autonomy, competence, and relatedness are associated with motivational regulation. As these basic psychological needs may have been affected by the shift to distance learning, students’ motivational regulation and vitality may have suffered as well. The purpose of this study was to examine the motivational regulation, satisfaction, or frustration of the basic psychological needs and vitality of university students before and after the transition to forced distance learning during the COVID-19 pandemic: Two student samples from Austria and Germany were studied: One was surveyed before the conversion to distance learning (N=1,139) and the other at the beginning of forced distance learning (N=1,835). The instruments used were the Scales for the Measurement of Motivational Regulation for Learning in University Students (SMR-L), the German version of the Basic Psychological Needs Satisfaction and Frustration Scale, a scale developed by the authors to differentiate the assessment of social relatedness, and the German version of the Subjective Vitality Scale. The results show that the satisfaction of basic psychological needs was significantly lower and the frustration thereof substantially higher during the distance learning period than before the pandemic. Intrinsic motivation and identified regulation were significantly lower during the forced distance learning period, and more controlled forms of motivation were higher than before the pandemic. Structural equation models showed that 42% of the students’ vitality can be explained by motivational regulation and the satisfaction and frustration of their basic needs. Motivational regulation styles functioned (differentiated according to the degree of autonomy) as mediating variables between basic needs and vitality. In terms of theoretical implications, the distinction between approach and avoidance components of introjected regulation was shown to be adequate and necessary, as they explain the outcome vitality differently. The support and avoidance of frustration of basic psychological needs should be considered in distance learning to promote the quality of motivation and students’ vitality.

The Control-Value Theory of Achievement Emotions

2007 ◽  
pp. 13-36 ◽  
Author(s):  
Reinhard Pekrun ◽  
Anne C. Frenzel ◽  
Thomas Goetz ◽  
Raymond P. Perry
Keyword(s):  
Value Theory ◽  
Achievement Emotions ◽  
Control Value

Work environment transformation in the post COVID-19 based on work values of the future workforce

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fruzsina Pataki-Bittó ◽  
Kata Kapusy
Keyword(s):  
Work Environment ◽  
Work Values ◽  
Well Being ◽  
Value Theory ◽  
Physical Work ◽  
Theory Approach ◽  
Content Type ◽  
Generation Z ◽  
The Future ◽  
Work Value

Purpose The purpose of this study is to find out the future workforce’s work values and, based on them, to examine the work environment Generation Z are looking for in the situation of job search. Moreover, this study aims to provide ideas for organizations on how to transform the work environment for the post-COVID-19 era to attract and retain employees, especially the members of Generation Z. Design/methodology/approach The research design is based on the theory development method. Data were generated and collected from 28 focus groups and a survey (n = 773). First, initial coding was done with an affinity diagram, followed by the intermediate coding phase, when the authors compared the codings’ results and selected the core data. Finally, the advanced coding resulted in a work value model, which presents Generation Z’s core work value categories. Findings The paper presents a work value theory for Generation Z, which reflects their expectations of the physical work environment and the flexible work arrangements among the work values. To prepare for the post-COVID-19 era, this study suggests organizations applying hybrid working models. Practical implications Based on impacts and expected transformations in office work in the post-COVID-19 era, the paper calls attention to the critical management issues concerning Generation Z’s preferences and expectations. Originality/value The findings propose a broader work value theory approach that highlights the work environment’s convenience features and integrates values that support the employees’ desired lifestyle and well-being.

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