Control-value theory of achievement emotions: A closer look at student value appraisals and enjoyment

被引:20
|
作者
Simonton, Kelly L. [1 ]
Garn, Alex C. [2 ]
机构
[1] Univ Memphis, Sch Hlth Studies, 214 Roane Field House, Memphis, TN 38152 USA
[2] Louisiana State Univ, Sch Kinesiol, 112 Huey P Long Field House Room 136C, Baton Rouge, LA 70803 USA
关键词
Intrinsic value; Extrinsic value; Enjoyment; Control-value theory; ACADEMIC BUOYANCY; MODEL SELECTION; ADAPTABILITY; PERSPECTIVES; ANTECEDENTS; MOTIVATION; RESPONSES; ROTATION; EFFICACY; CRITERIA;
D O I
10.1016/j.lindif.2020.101910
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
This research investigates potential definition, measurement, and overlap issues with students' (N = 1321) intrinsic and extrinsic value appraisals and enjoyment in the control value theory of achievement emotions (CVTAE). In Study 1, exploratory factor analysis (n = 479) found clear distinctions between intrinsic value, extrinsic value, and enjoyment. Follow up confirmatory factor analysis (n= 274) confirmed these distinctions in a separate sample. Intrinsic and extrinsic values were found to be separate constructs. Correlational relationships suggest that both intrinsic value and enjoyment are related but distinct variables as well. In Study 2 (n = 568), a CVTAE model using the confirmed variables was used to predict relationships with students' academic buoyancy and adaptability, explaining 16.6% and 48.9% of the variance, respectively. These studies show the importance of delineating separate factors for intrinsic value and extrinsic value and clearly highlight distinctions between intrinsic value and enjoyment from a CVTAE perspective.
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页数:12
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