Exploring Adaptability of Control-value Theory to Elementary School Judo Players

2014 ◽  
Vol 19 (3) ◽  
Author(s):  
Seang-leol Yoo
Keyword(s):  
Elementary School ◽  
Value Theory ◽  
Control Value

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.

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

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

scholarly journals Examining the Role of Enjoyment, Anxiety, and Emotional Intelligence Online Graduate Students' Self-Regulated Learning

2020 ◽  
Author(s):  
Achraf Touati
Keyword(s):  
Emotional Intelligence ◽  
Online Learning ◽  
Graduate Students ◽  
Value Theory ◽  
Theory And Practice ◽  
Achievement Emotions ◽  
Self Regulated Learning ◽  
Control Value ◽  
Regulated Learning

As online learning continues to grow, particularly amid the COVID pandemic, so too has interest among educational practitioners and researchers to understand the personal and contextual factors that shape students’ emotions in these environments. The control-value theory of achievement emotions has emerged as a useful framework for examining the antecedents and consequences of different emotions that students experience in online learning. The purpose of the present study was to validate the assumptions of the control-value theory in an asynchronous online graduate program, and to examine the role of emotional intelligence in this social-cognitive process. Data were collected from 102 graduate students enrolled at a public university in the United States. Results showed that online self-efficacy was a significant predictor of achievement emotions (enjoyment and anxiety). However, student value appraisals of the online program only predicted anxiety. Hierarchical regression analyses also revealed that only anxiety was a significant predictor of self-regulated learning. Further moderation analyses were conducted and showed that emotional intelligence moderated the relationships between achievement emotions and self-regulated learning. The implications for research, theory, and practice are discussed.

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