Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time

Abstract

Reciprocal relations between students' academic enjoyment, boredom, and achievement over time http://researchonline.ljmu.ac.uk/id/eprint/7090/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Abstract The control-value theory (CVT) proposes that achievement emotions and academic achievement show reciprocal effects over time. Previous studies have examined how achievement emotions predict subsequent achievement. However, evidence is limited for whether achievement can also predict achievement emotions. To examine these reciprocal relations, data were collected about two achievement emotions: enjoyment and boredom, and mathematics achievement over four waves in a single school year in primary school students in Years 5 and 6. Results from structural equation modeling supported reciprocal relations between emotions and achievement. Higher enjoyment and lower boredom predicted greater subsequent achievement and, in turn, greater academic achievement predicted subsequent greater enjoyment and lower boredom. Furthermore, the relations between emotions over time were mediated by achievement. These findings build on the evidence base for CVT and further understanding of relations between achievement emotions and academic achievement in younger students. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.

Investigating the Influence of Interaction on Learning Persistence in Online Settings: Moderation or Mediation of Academic Emotions?

“…We also found that only SC interaction negatively predicted boredom. This finding was consistent with that by Putwain et al [13]. If learning materials are simple, students could be bored.…”

“…According to the control-value theory [49], academic emotions can be distinguished along dimensions of activation (activating vs. deactivating), valence (positive vs. negative), and object focus (activity vs. outcome). Although several different academic emotions can be induced in online learning conditions, the present study emphasizes the detailed effects of academic emotions (enjoyment, anxiety, and boredom) because they are the most frequently and intensely academic emotions experienced in online learning environments [13].…”

“…Prior studies stated that different types of academic emotions play crucial roles in students' interaction and learning persistence [13]. For example, Huang et al [14] revealed that positive academic emotions (e.g., enjoyment, happiness) might lead to more interaction between instructors and students.…”

Stability of the Mitigating Effect of Students’ Perceived Teacher Enthusiasm on Class-related Boredom: Moderating Role of Boredom Proneness and Perceived Task Difficulty

“…Firstly, it was found to have effects on students' class-related emotions, achievement goals, task value, self-efficacy in learning, learning engagement, use of learning strategies, and behavior problems [15][16][17]. Secondly, research found that students' class-related boredom affected their achievement and performance [14,18,19]. Lastly, students' class-related boredom was confirmed to have an influence on learning burnout [20], career aspirations [21], and lifelong learning [22].…”

Emociones académicas y aprendizaje de biología, una asociación duradera

“…Estas observaciones apoyan la teoría psicológica del Control-Valor (Pekrun, 2006), que explica cómo las emociones de los individuos, en relación con las actividades de enseñanza-aprendizaje, están moduladas por el control sobre esas actividades y por el valor esperado. Así, las emociones experimentadas durante el desarrollo de las actividades y tras los resultados de aprendizaje influyen tanto en la estimación del valor de futuros procesos de enseñanza-aprendizaje como en sus resultados (Pekrun et al, 2014;Putwain et al, 2017). Algunos estudios apoyan que, en el caso de las Matemáticas (asignatura relacionada con emociones como nerviosismo o ansiedad), su aprendizaje duradero podría estar mediado por las emociones experimentadas durante su adquisición (Murayama et al, 2013;Pekrun et al 2017).…”