How students learn to moderate group work: The role of enjoyment and boredom.

Autor/inn/en	Tibubos, Ana Nanette; Rohrmann, Sonja; Ringeisen, Tobias
Titel	How students learn to moderate group work: The role of enjoyment and boredom. Gefälligkeitsübersetzung: Wie Studenten lernen, Gruppenarbeiten zu moderieren: Die Rolle von Vergnügen und Langeweile.
Quelle	In: The journal of psychology, 153 (2019) 6, S. 628-648 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0019-4247; 1940-1019
DOI	10.1080/00223980.2019.1586630
Schlagwörter	Gruppendiskussion; Aufforderungscharakter; Autonomie; Schüler; Langeweile; Kommunikative Kompetenz; Leistung; Spaß
Abstract	Fostering oral communication competences constitutes a primary goal of higher education. However, research on the acquisition process is sparse, especially when the role of learning-related emotions is considered. Based on control-value theory, this study therefore investigated the interplay between learning-related boredom and enjoyment and the build-up of moderation competence throughout an university course to foster oral competences. A longitudinal quasi-experimental study with two teaching conditions was conducted. About 160 students were assigned either to a control group (CG: autonomy supportive teaching enriched with basic levels of competence support and relatedness support) or an experimental group (EG: autonomy supportive teaching enriched with high levels of competence support and relatedness support). Perceived moderation competence and emotions were assessed three times (T) by self-report: after completion of the course introduction (T1), half way (T2), and at the end of the course (T3). The students' behavioral performance during a practical moderation exam was graded at T3. Path analyses revealed differential effects of enjoyment and boredom on students' perceived moderation competence and their grades over time: an activating, learning-enhancing effect of enjoyment on moderation competence was demonstrated, especially if teachers supported students' experience of autonomy, competence, and relatedness. Boredom, in contrast, had a detrimental effect on the behavioral performance in the practical moderation exam. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/3