TY - JOUR
T1 - Extending the change-change model of achievement emotions: The inclusion of negative learning emotions
AU - Niculescu, Alexandra C.
AU - Tempelaar, Dirk T.
AU - Dailey-Hebert, Amber
AU - Segers, Mien
AU - Gijselaers, Wim H.
N1 - use of self-collected survey data; no use of external data sources
PY - 2016/4
Y1 - 2016/4
N2 - Drawing upon the control value theory of achievement emotions (cvtae), this study tests the assumption that antecedents of learning-related emotions (lres) change over the duration of a mathematics and statistics course. Our study focused on academic control as an antecedent of lres. We investigated enjoyment (the positive emotion) and three negative lres: anxiety, boredom and hopelessness. Using a repeated measures design for first year university students (n = 908), we found that academic control and the levels of lres remain, on average, stable over the duration of the course. Second, changes in academic control were positively related to changes in the positive emotion enjoyment, and negatively related to changes in the three negative emotions. These findings offer evidence to confirm the cvtae change–change assumption that changes in control appraisals go together with changes in positive, as well as negative, lres.
AB - Drawing upon the control value theory of achievement emotions (cvtae), this study tests the assumption that antecedents of learning-related emotions (lres) change over the duration of a mathematics and statistics course. Our study focused on academic control as an antecedent of lres. We investigated enjoyment (the positive emotion) and three negative lres: anxiety, boredom and hopelessness. Using a repeated measures design for first year university students (n = 908), we found that academic control and the levels of lres remain, on average, stable over the duration of the course. Second, changes in academic control were positively related to changes in the positive emotion enjoyment, and negatively related to changes in the three negative emotions. These findings offer evidence to confirm the cvtae change–change assumption that changes in control appraisals go together with changes in positive, as well as negative, lres.
KW - Academic leaming-related emotions
KW - Perceived academic control
KW - Change change model
KW - First year of university
KW - Mathematics and statistics
U2 - 10.1016/j.lindif.2015.12.015
DO - 10.1016/j.lindif.2015.12.015
M3 - Article
SN - 1041-6080
VL - 47
SP - 289
EP - 297
JO - Learning and Individual Differences
JF - Learning and Individual Differences
ER -