Students' emotions of enjoyment and boredom and their use of cognitive learning strategies. How do they affect one another?

Autor/inn/en	Obergrießer, Stefanie; Stöger, Heidrun
Titel	Students' emotions of enjoyment and boredom and their use of cognitive learning strategies. How do they affect one another?
Quelle	In: Learning and instruction, (2020) 66, Art. 101285, S. 1-10Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2019.101285
Schlagwörter	Emotion; Freude; Kognition; Kognitiver Prozess; Schuljahr 04; Schüler; Langeweile; Lernforschung; Lernstil; Lernvoraussetzungen; Unterrichtsforschung; Genuss; Individueller Unterschied; Wirkungsforschung
Abstract	The Education and Learning Capital Approach to better understand the relationship between enjoyment and boredom and students' use of cognitive learning strategies, [the authors] analyzed both directions of effects between these constructs as described in the control-value theory of achievement emotions [...]. [The] study used a sequential design in which students' (N = 338 4th grade students) effective use of cognitive learning strategies was measured in real learning situations, allowing insights into the temporal order of effects and discrimination between intra- and interindividual effects [...]. An increased intraindividual level of enjoyment positively predicted subsequent effective use of learning strategies, whereas effective use of learning strategies did not predict students' subsequent enjoyment on the intraindividual level. Interindividual differences in enjoyment and effective use of cognitive learning strategies were unrelated, whereas negative relations were found for boredom and effective strategy use. On the intraindividual level, boredom and effective strategy use were unrelated. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2021/3