Situational and Longitudinal Associations Between Appraisals, Anxiety, and Learning

• In Event: Feature Engineering for Learning Analytics in Higher Education Research on Motivation and Self-Regulation

Abstract

Self-testing is an effective learning strategy in college, however students often fail to implement it during their studies (Dunlosky et al., 2015). Understanding motivational and emotional processes during self-testing situations can provide crucial information on how students’ self-testing behavior could be enhanced. Building on the situated expectancy-value theory (Eccles & Wigfield, 2020) and control-value theory (Pekrun et al., 2023), we focus on students’ control appraisal, task values, their interaction, and anxiety to investigate their associations with students’ achievement in self-testing across a semester.
The aims of the study are twofold: First, we combine both theoretical perspectives to a common model testing concurrent associations between control- and value appraisals and anxiety, and their associations with achievement. Specifically, we inspected the situative (i.e., intraindividual) associations and investigated possible feedback loops, namely whether achievement predicted motivation and anxiety in the upcoming week. Second, we were interested in the interindividual associations, specifically whether students‘ trait and aggregated state motivation, anxiety, and achievement predict students’ final course performance.

Authors

• Elisabeth Graf, TU Dortmund University

• Jakob Schwerter, University of Tübingen

• Daria Katharina Benden, University of Bonn

• Fani Lauermann, University of Bonn