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

Autor/inn/en	Putwain, David W.; Pekrun, Reinhard; Nicholson, Laura J.; Symes, Wendy; Becker, Sandra; Marsh, Herbert W.
Titel	Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis
Quelle	In: American Educational Research Journal, 55 (2018) 6, S.1339-1368 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marsh, Herbert W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218786689
Schlagwörter	Academic Achievement; Elementary School Students; Student Attitudes; Foreign Countries; Mathematics Achievement; Elementary School Mathematics; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schulleistung; Schülerverhalten; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementare Mathematik; Schulmathematik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01