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

Kögler, Kristina; Göllner, Richard

doi:10.1186/s40461-018-0065-8

Cited by 11 publications

(10 citation statements)

References 42 publications

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“…These findings corroborate the importance of measuring task-and time-specific expectancy beliefs in order to capture emotional experiences close to the situation. Contrary to our hypothesis and previous studies which found negative associations on the situation level (see Bieg et al, 2013;Kögler & Göllner, 2018), we found neither squared nor linear effects of success expectancy on boredom (H1d). This discrepancy, particular with CVT, might be due to the different operationalizations of expectancy.…”

Section: Appraisal-emotion Links On the Situation Levelcontrasting

confidence: 99%

“…Frustration was assumed to be highest when low expectancy combines with either high intrinsic, attainment or utility values (H3c) or with high cost (H3d). Based on theoretical assumptions and previous findings (Bieg et al, 2013;Kögler & Göllner, 2018), we finally expected that boredom is highest when low (rather than high) expectancy is combined with either low intrinsic, attainment or utility values (H3e) or with high cost (H3f).…”

Section: Rq3 Expectancy-value Interactionsmentioning

confidence: 98%

“…But both very high and very low expectancy will lead to boredom (a u-shaped relationship), meaning that students will feel bored when being under-or over-challenged (Pekrun et al, 2010). Findings to date provide most empirical support for boredom in situations of low expectancy (Bieg et al, 2013;Kögler & Göllner, 2018;Pekrun et al, 2010).…”

Section: Empirical Evidence On the Relationships Between Expectancy-value Appraisals And Emotionsmentioning

confidence: 99%

“…Finally, we examined whether combinations of appraisals are associated with specific emotions, which, although integral part of the theoretical propositions, still remains underexplored (see Kögler & Göllner, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Manuscript_accepted

Berweger¹,

Born²,

Dietrich³

2021

Preprint

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Motivation and emotion are of critical importance for students’ academic learning and achievement. Drawing on Eccles and colleagues’ situated expectancy-value theory and Pekrun’s control-value theory, we examined to what extent specific expectancy-value appraisals related to studentsʼ achievement emotions. We collected intensive state data of N = 95 university students over one semester in an online learning environment. Students’ appraisals were analyzed on different aggregation levels in a hierarchical design, which accounts for variability within learning situations and between students. Our results corroborated theoretical assumptions that expectancy-value appraisals are positively associated with positive emotions and negatively with negative emotions. However, we found that students experienced positive emotions in learning situations of high intrinsic and utility value, but not in situations of high attainment value. Examining appraisal combinations and discrete emotions, we found that particularly studentsʼ perceived costs moderated the relationship between expectancy and frustration and boredom on the situation level.

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Section: Appraisal-emotion Links On the Situation Levelcontrasting

confidence: 99%

Section: Rq3 Expectancy-value Interactionsmentioning

confidence: 98%

Section: Empirical Evidence On the Relationships Between Expectancy-value Appraisals And Emotionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Manuscript_accepted

Berweger¹,

Born²,

Dietrich³

2021

Preprint

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“…The Continuous State Sampling Method (CSSM) is a special case of such time-sampling ESM with very short intervals of only 5–10 min. CSSM has been developed and applied in the context of classroom research (Sembill et al, 2008; Conrad and Schumann, 2017; Kärner et al, 2017; Kögler and Göllner, 2018). CSSM is also used for validating our own approach.…”

Section: Introductionmentioning

confidence: 99%

Validation of Embedded Experience Sampling (EES) for Measuring Non-cognitive Facets of Problem-Solving Competence in Scenario-Based Assessments

2019

Self Cite

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To measure non-cognitive facets of competence, we developed and tested a new method that we refer to as Embedded Experience Sampling (EES). Domain-specific problem-solving competence is a multi-faceted construct that is not limited to cognitive facets such as domain knowledge or problem-solving strategies but also comprises non-cognitive facets in the sense of domain-specific emotional and motivational dispositions such as, for instance, interest and self-concept. However, in empirical studies non-cognitive facets are usually either neglected or measured by generalized self-report questionnaires that are detached from the performance assessment. To enable an integrated measurement, we developed the EES method to collect data on non-cognitive facets during scenario-based low-stakes assessments. Test-takers are requested to stop at certain times and spontaneously answer short items (EES items) regarding their actual experience of the problem situation. These EES items are embedded in an EES event that resembles typical social interactions with non-player characters. To evaluate the feasibility and validity of the method, we implemented EES in a series of three studies in the context of commercial vocational education and training (VET): A feasibility study with 77 trainees, a pilot study with 20 trainees, and the main study with 780 trainees who worked on three complex problem scenarios in a computer-based office simulation. In the present paper, we investigate how test-takers perceived the EES events, and whether social desirability biased their answers, and investigate the internal structure of the data and the relationship between EES data and data from several other sources. Interview data and survey data indicated no biases due to social desirability and no additional burden for the test-takers due to the EES events. A correlation analysis following the multitrait-multimethod approach as well as the calibration of a multidimensional model based on Item Response Theory (IRT) also supported the construct validity. Furthermore, EES data shows substantial correlations with test motivation but almost zero correlations with data from generalized retrospective self-report questionnaires on non-cognitive facets. Altogether, EES offers an alternative approach to measuring non-cognitive facets of competence under certain conditions. For instance, EES is also based on self-reporting and thus might not be suitable for high-stakes testing.

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Who’s bored in school?

et al. 2022

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In the literature, general cognitive ability has been discussed as one critical factor that shapes students’ boredom. In this study, we investigated the relationship between academic boredom and general cognitive ability in primary school students while also considering intrinsic value. We analyzed data from N = 2849 third graders from 188 German classrooms. We used structural equation models with latent variables to test for whether general cognitive ability and interest showed linear as well as nonlinear relationships with students’ boredom. The results showed that the association between general cognitive ability and boredom was almost negligible after controlling for students’ achievement as well as gender, age, and family background. However, both the linear and quadratic terms for students’ intrinsic value were statistically significant, indicating that students with low and students with high interest reported more boredom in class than students with average interest. The findings are discussed in light of expectations based on control-value theory and the domain specificity and situational specificity of control and value appraisals.

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

Cited by 11 publications

References 42 publications

Manuscript_accepted

Manuscript_accepted

Validation of Embedded Experience Sampling (EES) for Measuring Non-cognitive Facets of Problem-Solving Competence in Scenario-Based Assessments

Who’s bored in school?

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