针对具体课程的控制价值评价与数学成就情绪：与标准化问卷调查相结合

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology Pub Date : 2024-09-05 DOI:10.1016/j.cedpsych.2024.102301

Xin Chen

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引用次数: 0

摘要

运用控制价值理论，结合问卷调查法和每日日记法，探讨中国数学课堂上控制价值评价与成就情绪之间的关系。数据来自 602 名参与问卷调查的中学生（年龄=13.55，女性占 51.66%）和 112 名完成三周每日日记测量的学生（年龄=13.91，女性占 48.21%）。然而，这两种测量方法之间的关系存在一些差异。课程特定情绪与内部归因和内在价值密切相关，而领域特定情绪与数学自我概念和内在价值高度相关。最后，研究结果表明，在两种测量方法下，控制-价值交互作用对几种常见的情绪有影响。

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Lesson-specific control-value appraisals and achievement emotions in maths: A combination with the standardized questionnaire survey

Using Control-Value Theory, a questionnaire survey and daily diary method were combined to explore the relation between control-value appraisals and achievement emotions in Chinese maths classes. With data from 602 secondary school students (M_age = 13.55, 51.66 % female) who participated in the questionnaire survey and 112 students (M_age = 13.91, 48.21 % female) who completed the daily diary measure over three weeks, the results of multileveled multiple regression confirmed the relation between control-value appraisals and achievement emotions under the two measures. Nonetheless, there were some differences in those relations between the two measures. Lesson-specific emotions were strongly related to internal attribution and intrinsic value, whereas domain-specific emotions were highly related to maths self-concept and intrinsic value. Lastly, the results identified the control-value interaction effect on several commonly reported emotions under the two measures.

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来源期刊

Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

16.50

自引率

3.90%

发文量

期刊介绍： Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.