scholarly journals Boredom Intervention Training Phase I: Increasing Boredom Knowledge through a Psychoeducational Video

2021 ◽  
Vol 18 (21) ◽  
pp. 11712
Author(s):  
Patti C. Parker ◽  
Virginia M. C. Tze ◽  
Lia M. Daniels ◽  
Alyse Sukovieff
Keyword(s):  
Phase I ◽  
Repeated Measures ◽  
Process Model ◽  
Value Theory ◽  
Theory And Practice ◽  
Baseline Survey ◽  
Achievement Emotions ◽  
Intervention Training ◽  
Control Value ◽  
Repeated Measures Analysis

Boredom is a salient emotion experienced in postsecondary settings, and evidence reveals that it can negatively impact academic achievement and motivation. Drawing from the control-value theory (CVT) of achievement emotions (Pekrun, 2006) and the component process model of emotions (CPM; Scherer, 1984), our study examines the first phase of a multi-sequenced online boredom intervention training (BIT) program. The goal of Phase I of BIT was to increase university students’ (N = 85) knowledge about boredom as a scholarly construct. Students completed four components of the Phase I BIT session, including: (a) a baseline survey and knowledge quiz, (b) a psychoeducational video, (c) a consolidation exercise, and (d) a follow-up knowledge quiz. We employed a repeated measures analysis to measure changes in knowledge after students watched the psychoeducational boredom video. Our findings reveal that students became more knowledgeable about boredom, learned something novel, and were interested in the intervention. The results are discussed in terms of the implications for research, theory, and practice.

scholarly journals Examining the Role of Enjoyment, Anxiety, and Emotional Intelligence Online Graduate Students' Self-Regulated Learning

2020 ◽  
Author(s):  
Achraf Touati
Keyword(s):  
Emotional Intelligence ◽  
Online Learning ◽  
Graduate Students ◽  
Value Theory ◽  
Theory And Practice ◽  
Achievement Emotions ◽  
Self Regulated Learning ◽  
Control Value ◽  
Regulated Learning

As online learning continues to grow, particularly amid the COVID pandemic, so too has interest among educational practitioners and researchers to understand the personal and contextual factors that shape students’ emotions in these environments. The control-value theory of achievement emotions has emerged as a useful framework for examining the antecedents and consequences of different emotions that students experience in online learning. The purpose of the present study was to validate the assumptions of the control-value theory in an asynchronous online graduate program, and to examine the role of emotional intelligence in this social-cognitive process. Data were collected from 102 graduate students enrolled at a public university in the United States. Results showed that online self-efficacy was a significant predictor of achievement emotions (enjoyment and anxiety). However, student value appraisals of the online program only predicted anxiety. Hierarchical regression analyses also revealed that only anxiety was a significant predictor of self-regulated learning. Further moderation analyses were conducted and showed that emotional intelligence moderated the relationships between achievement emotions and self-regulated learning. The implications for research, theory, and practice are discussed.

The Control-Value Theory of Achievement Emotions

2007 ◽  
pp. 13-36 ◽  
Author(s):  
Reinhard Pekrun ◽  
Anne C. Frenzel ◽  
Thomas Goetz ◽  
Raymond P. Perry
Keyword(s):  
Value Theory ◽  
Achievement Emotions ◽  
Control Value

scholarly journals Validation of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE)

2020 ◽  
Vol 17 (12) ◽  
pp. 4560
Author(s):  
Sebastián Fierro-Suero ◽  
Bartolomé J. Almagro ◽  
Pedro Sáenz-López
Keyword(s):  
Factor Analysis ◽  
Regression Analysis ◽  
Physical Education ◽  
Temporal Stability ◽  
Value Theory ◽  
Education Students ◽  
Achievement Emotions ◽  
Control Value ◽  
Confirmatory Factor

The fundamental role of emotions in education has been revealed in recent years. The control-value theory of achievement emotions has been postulated as one of the most used theories in this field. Thanks to the Achievement Emotions Questionnaire (AEQ), achievement emotions have been measured in different subjects and countries. The purpose of this research was to adapt and validate this questionnaire to assess achievement emotions in physical education. The sample of participants consisted of 902 (Mage = 13.15, SD = 1.17) secondary education students from various secondary schools in Spain. The psychometric properties of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE) indicate that the scales are reliable and valid, as demonstrated by exploratory and confirmatory factor analysis, temporal stability, internal consistency and regression analysis. Considering the results achieved in the present study, the AEQ-PE opens a range of possibilities for both teachers and researchers. This instrument will help to understand the role of emotions in student learning and their motivation towards physical education.

scholarly journals Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis

2018 ◽  
Vol 55 (6) ◽  
pp. 1339-1368 ◽  
Author(s):  
David W. Putwain ◽  
Reinhard Pekrun ◽  
Laura J. Nicholson ◽  
Wendy Symes ◽  
Sandra Becker ◽  
...  
Keyword(s):  
Perceived Control ◽  
Structural Equation ◽  
Interaction Analysis ◽  
Intrinsic Value ◽  
Value Theory ◽  
Self Report ◽  
Equation Modeling ◽  
Achievement Emotions ◽  
Control Value ◽  
Self Report Data

Based on the control-value theory of achievement emotions, this longitudinal study examined students’ control-value appraisals as antecedents of their enjoyment and boredom in mathematics. Self-report data for appraisals and emotions were collected from 579 students in their final year of primary schooling over three waves. Data were analyzed using latent interaction structural equation modeling. Control-value appraisals predicted emotions interactively depending on which specific subjective value was paired with perceived control. Achievement value amplified the positive relation between perceived control and enjoyment, and intrinsic value reduced the negative relation between perceived control and boredom. These longitudinal findings demonstrate that control and value appraisals, and their interaction, are critically important for the development of students’ enjoyment and boredom over time.

Class-Related Emotions in Secondary Physical Education: A Control-Value Theory Approach

2017 ◽  
Vol 36 (4) ◽  
pp. 409-418 ◽  
Author(s):  
Kelly L. Simonton ◽  
Alex C. Garn ◽  
Melinda Ann Solmon
Keyword(s):  
Physical Education ◽  
Value Theory ◽  
Control Beliefs ◽  
Theory Approach ◽  
Achievement Emotions ◽  
Control Value ◽  
Meaningful Information ◽  
Teacher Responsiveness ◽  
And Control ◽  
Student Control

Purpose:Grounded in control-value theory, a model of students’ achievement emotions in physical education (PE) was investigated.Methods:A path analysis tested hypotheses that students’ (N = 529) perceptions of teacher responsiveness, assertiveness, and clarity predict control and value beliefs which, in turn, predict enjoyment and boredom.Results:Teacher clarity predicted student control (β = .31; R2= .09) and value (β = .21; R2= .07) beliefs. Value and control beliefs positively predicted enjoyment (β = .71; β = .11; R2 = .58) and negatively predicted boredom (β = -.61; β = -.13; R2 = .47).Discussion:Findings provide meaningful information about the source of students’ emotional experiences in PE. The importance of instructional clarity within the model highlights the need for teachers to use a variety of clarifying strategies during instruction. The strong links between value beliefs and emotions suggest teachers need to explicitly discuss the intrinsic and extrinsic worth of PE content.

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