Frequency, Intensity, and Mixed Emotions, Oh My! Investigating Control-Value Theory in Conversation-Based Assessments

• In Event: Poster Session 4
  In Poster Session: Assessing Cognitive Ability and Processes

Abstract

Control-Value Theory (Pekrun, 2006) suggests that the relationship between student performance and their emotional experience can be dependent on the frequency and intensity of those emotions as well as student characteristics, particularly for negative-activating emotions (e.g., confusion, frustration). However, most research has only focused on the frequency of emotion occurrence. We have built on previous research by investigating three aspects of emotional experience while students completed a new type of assessment, conversation-based assessment: frequency, intensity, and mixed emotions. The results showed that students reported emotions at different intensities as well as co-occurring emotions. Performance was also found to be related to student emotions after all three aspects of emotional experience were taken into consideration, in line with Control-Value Theory.

Authors

• Blair Lehman, Educational Testing Service

• Diego Zapata-Rivera, Educational Testing Service