Perceived classroom support: Longitudinal effects on students' achievement emotions

Forsblom, Lara; Peixoto, Francisco; Mata, Lourdes

doi:10.1016/j.lindif.2020.101959

Cited by 12 publications

(5 citation statements)

References 66 publications

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“…Anger was also related to higher negative cost. The findings on anger provide an interesting contrast to the extant research showing negative relations with control and positive value ( Forsblom, Peixoto and Mata, 2021 , Forsblom, Pekrun, Peixoto and Loderer, 2022 ; Peixoto et al, 2017 ; Pekrun et al, 2004 , Pekrun, Goetz, Frenzel, Barchfeld and Perry, 2011 ). In the present study, anger was positively related to expectancy and positive value.…”

Section: Discussioncontrasting

confidence: 91%

COVID-19 meets control-value theory: Emotional reactions to canceled high-stakes examinations

Putwain,

Symes,

Marsh-Henry

et al. 2023

Learning and Individual Differences

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Section: Discussioncontrasting

confidence: 91%

COVID-19 meets control-value theory: Emotional reactions to canceled high-stakes examinations

Putwain,

Symes,

Marsh-Henry

et al. 2023

Learning and Individual Differences

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“…Therefore, teacher enthusiasm can play the role of value induction to enhance the value of tasks and reduce students’ CB. Similar studies have found a significant predictive role of perceived value on boredom ( Ekatushabe et al, 2021 ; Forsblom et al, 2021 ).…”

Section: Discussionsupporting

confidence: 69%

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

et al. 2021

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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.

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“…These teacher-student and student-student relationships may induce positive activity-related emotions during the learning process. 13,[29][30][31] Nevertheless, empirical evidence for the relationship between the social relatedness aspect of the classroom environment and academic enjoyment is still lacking.…”

Section: Introductionmentioning

confidence: 99%

How Classroom Environment Influences Academic Enjoyment in Mathematics Among Chinese Middle School Students: Moderated Mediation Effect of Academic Self-Concept and Academic Achievement

Liu¹,

Wang²,

Liu³

et al. 2022

PRBM

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Purpose Substantial literature has documented the influence of classroom environment on academic enjoyment. However, little is known about the mediating and moderating mechanisms underlying this relationship. Based on the control-value theory and the individual-context interaction model, a moderated mediation model was constructed in this study to further examine whether academic self-concept mediated the relation between classroom environment and enjoyment in mathematics and whether this mediating effect was moderated by academic achievement. Methods We recruited 750 Chinese middle school students and they completed the classroom environment, academic self-concept, and academic enjoyment questionnaires. Results After controlling for gender and grade, the results of structural equation modeling showed that academic self-concept partially mediated the association between classroom environment and enjoyment in mathematics. The mediating path from classroom environment to academic self-concept was moderated by academic achievement. Classroom environment positively predicted academic self-concept for the higher achieving students. However, the effect of classroom environment on academic self-concept was not significant for the lower achieving students. Conclusion These findings highlight that classroom environment has a more salient impact on academic self-concept and enjoyment for higher achieving students than for lower achieving students. The study results provide guidelines for educators regarding effective interventions for fostering positive academic emotions.

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Perceived classroom support: Longitudinal effects on students' achievement emotions

Cited by 12 publications

References 66 publications

COVID-19 meets control-value theory: Emotional reactions to canceled high-stakes examinations

COVID-19 meets control-value theory: Emotional reactions to canceled high-stakes examinations

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

How Classroom Environment Influences Academic Enjoyment in Mathematics Among Chinese Middle School Students: Moderated Mediation Effect of Academic Self-Concept and Academic Achievement

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