Classroom Activities as Predictors of Control, Value, and State Emotions in Science

Autor/inn/en	Beymer, Patrick N.; Robinson, Kristy A.; Schmidt, Jennifer A.
Titel	Classroom Activities as Predictors of Control, Value, and State Emotions in Science
Quelle	In: Journal of Educational Research, 114 (2021) 6, S.550-561 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beymer, Patrick N.) ORCID (Robinson, Kristy A.) ORCID (Schmidt, Jennifer A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2021.1997882
Schlagwörter	Class Activities; Predictor Variables; Psychological Patterns; High School Students; Structural Equation Models; Science Education; Locus of Control; Value Judgment + Suchen Sie Ihr Suchwort? Prädiktor; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Naturwissenschaftliche Bildung; Werturteil
Abstract	This article examined relations among classroom activities, students' momentary control- and value-related appraisals, and students' state emotions in high school science classrooms. Throughout 10 days of instruction, high school students (N = 244) reported their state emotions and task-specific control- and value-related appraisals during science class, while classroom activities were observed via video. Results obtained through structural equation modeling and MANOVA suggest that perceived value, control, and emotions differed significantly across classroom activities. Classroom activities exhibited direct effects on emotions as well as indirect effects via control and value appraisals. Results suggest that theorized links among environment, appraisals, and emotions may differ by both the emotion and the classroom activity under consideration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01