Academic emotions from a social‐cognitive perspective: Antecedents and domain specificity of students' affect in the context of Latin instruction

Abstract

This study concentrates on two assumptions of a social-cognitive model outlining the development of academic emotions (emotions directly linked to learning, classroom instruction, and achievement), namely on their antecedents and domain-specific organization. Our sample consisted of 200 students from Grades 7 to 10. Proposed relationships concerning the antecedents of academic emotions were tested in the context of Latin language instruction. Correlational analyses substantiated our assumptions concerning the relationships between academic emotions, students' cognitions, and aspects of the social environment. The mediating mechanisms proposed in the model were also confirmed using linear structural equation modelling. Subjective control- and value-related cognitions were found to mediate the relationship between aspects of the social environment and students' emotional experience. Our results further suggest that academic emotions are largely organized along domain-specific lines, with the degree of domain specificity varying according to the emotion in question. Implications for research and practice are discussed.

Control-value appraisals predicting students’ boredom in accounting classes: a continuous-state-sampling approach

“…One highly influential theory combining expectancy-value approaches with learning emotions is Pekrun's (2006) control-value theory of achievement emotions. It integrates attributional theories of achievement emotions as well as theories of perceived control and assumptions concerning the effects of emotions on learning and performance (Pekrun 2006, pp 316).…”

“…In accord with this, empirical studies found support for the importance of value and control appraisals in predicting students' boredom. Concerning subjective values as antecedents of boredom, Goetz et al (2006) showed that students' values of academic achievement were negatively correlated with their reported boredom. Likewise based on the control-value theory, Pekrun et al (2014) confirmed a model of reciprocal causation of boredom and academic achievement at university by means of a longitudinal investigation.…”

“…In addition, one important feature of the control-value theory is not only the assumption of a linear relation between control and the emerging negative emotion boredom, but rather assuming that control and value appraisals determine achievement emotions in a complex non-linear pattern (Pekrun 2006). This concludes that students' boredom is not only influenced by value and control in an additive way but that they interact in a rather dynamical manner.…”

“…The emergence and development of boredom is attributed to both personal and situational variables and may be seen as a subjective evaluation of the fit between person and environment (Fisher 1993;Daschmann et al 2011). More specifically and in accord with appraisal theories of emotion, the individuals' evaluation of situational control and value are supposed to be considerable antecedents of boredom as stated in the control-value theory of achievement emotions (Pekrun 2006;Stephens 2009, 2010). Hence, academic boredom is supposed to occur when students do not evaluate the learning contents and materials as valuable and, at once, lack the impression of control over the situation.…”

A model for providing emotion awareness and feedback using fuzzy logic in online learning

“…Studies have shown that emotional experiences influence student's motivation, learning strategies and achievement whereas such emotional experiences are influenced by personality and classroom characteristics (Frasson & Chalfoun 2010;Goetz et al 2006). …”