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

• In Event: Poster Session 8
  In Poster Session: Students' Emotions and Learning

Abstract

The aim of this paper is to examine relations among instructional activities, students’ control- and value-related appraisals, and student emotions in science classrooms. Over 10 days, high school students (N = 244) reported their state emotions and task-specific control- and value-related appraisals during science class, while instructional activities were observed via video. Results obtained through structural equation modeling and MANOVA suggest that perceived value, control, and emotions differed significantly across instructional activities. Instructional 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 situation under consideration.

Authors

• Patrick Neil Beymer, Michigan State University

• Kristy A. Robinson, McGill University

• Jennifer A. Schmidt, Michigan State University