The dynamics of real-time classroom emotions: Appraisals mediate the relation between students' perceptions of teaching and their emotions.

Autor/inn/en	Goetz, Thomas; Keller, Melanie M.; Lüdtke, Oliver; Nett, Ulrike E.; Lipnevich, Anastasiya A.
Titel	The dynamics of real-time classroom emotions: Appraisals mediate the relation between students' perceptions of teaching and their emotions.
Quelle	In: Journal of educational psychology, 112 (2019) 6, S. 1243-1260Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000415
Schlagwörter	Angst; Emotion; Erfolgserlebnis; Freude; Pädagogische Psychologie; Wahrnehmung; Angst; Freude; Kontrolle; Langeweile; Messung; Pädagogische Psychologie; Schüler; Wahrnehmung; Analyse; Unterrichtsstil; Sekundarstufe II; Schüler; Langeweile; Unterrichtsgestaltung; Unterrichtsstil; Messung; Messverfahren; Analyse; Einflussfaktor; Kontrolle
Abstract	Guided by Pekrun's (2006) control-value theory of achievement emotions, we investigated the mediating role of control and value appraisals in the relations between students' perceptions of teaching and their academic emotions. To account for the highly fluctuating and dynamic nature of emotions, we used the experience sampling method complemented by within-person mediation analyses. In 2 studies, [...] high school students reported on their real-time perceptions of teaching characteristics (grouped into two second-order factors: supportive presentation style and excessive lesson demands), their control and value (intrinsic and extrinsic) appraisals, and their academic emotions of enjoyment, anxiety, and boredom [...]. Across the 2 studies, we found consistent results on the intraindividual level that are in line with an assumption of the control-value theory: Appraisals of control and value mediated the effects of perceived characteristics of teaching on academic emotions [...]. At the same time [...] the relative importance of direct and indirect effects (i.e., amount of mediation) differed across emotions. For example, there was a strong direct effect of supportive presentation style on enjoyment, but no effect on anxiety. Similarly, appraisals differed in their relative importance as mediators both within and across emotions [...]. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/1