Momentary Academic Emotions and Their Antecedents in Science Learning: An Experience Sampling Method Approach

• In Event: 45.074 - Patterns and Associations Between Intra-Individual and Interindividual Experiences of Academic Emotions and Motivation

Abstract

1. Objectives and Purpose
The aim of the present study was to examine whether high school students’ motivational appraisals predict their academic emotions (Pekrun, Goetz, Titz, & Perry, 2002) in science classrooms when measured at momentary (i.e., within-student) level. The control-value theory of achievement emotions (Pekrun, 2006) describes control and value appraisals as antecedents of emotions. Expectancies on an individual’s influence on the situation and its outcomes (i.e., control appraisals) can induce positive emotions, such as enjoyment, while lower expectancies may lead to negative emotions, such as anxiety. Valuing the task or its outcomes (i.e., value appraisals), in turn, is associated with positive but also some negative emotions (e.g., anxiety), whereas lack of value may lead to boredom. These assumptions have received support from research utilizing retrospective assessments of emotions (e.g., Pekrun et al., 2011). However, only few studies have used momentary measures when examining these associations (e.g., Bieg, Goetz, & Hubbard, 2013; Goetz, Frenzel, Stoeger, & Hall, 2010). In the present study, we examined these effects during science lessons using a multilevel approach.

2. Method
The data for this study were collected using the experience sampling method (ESM) via smartphones. 466 high school students answered moment-level measures of control and value appraisals, and academic emotions during a 4 week-period. The signals were programmed to occur three times during science (i.e., physics, chemistry, and biology) lessons. Control was assessed with three items measuring perceived control over the activity, perceived ability, and self-confidence. Value was assessed with two items measuring perceived importance of the activity and interest in it. Enthusiasm, pride, anxiety, and boredom were measured with one item each. A 4-point Likert-type scale (1 Not at All – 4 Very much) was used. The data were structured hierarchically into two levels with situations (i.e., within-student level, NLevel 1 = 8,360) nested within students (i.e., between-students level, NLevel 2 = 466). A multilevel structural equation model (MSEM, e.g., Marsh et al., 2009) was specified to examine how control and value appraisals predicted the emotions in both within-student and between-students levels.

3. Results
As suggested by the control-value theory, the results showed that control appraisals predicted enthusiasm and pride positively, and anxiety negatively on within-student and between-students levels. In addition, value predicted both enthusiasm and anxiety positively, although the effect on anxiety was small and only on within-student level. Interestingly, value did not predict pride statistically significantly on either level. Lastly, boredom was predicted negatively by value on both levels.

4. Conclusion
These results show that the effects predicted by the theory and found on several self-report studies can also be found on momentary level. Investing in making the topics in science lessons interesting and relevant for students and facilitating their sense of control and mastery over what they are learning feeds their positive emotions. While valuing the learning activity also helps counter boredom, it can make students susceptible to anxiety, as a possible failure also has more significance.

Authors

• Jussi Jarvinen, University of Helsinki

• Katja Upadyaya, University of Helsinki

• Katariina Salmela-Aro, Cicero Learning, University of Helsinki