Changes in control and value appraisals predict changes in learning enjoyment: A four-wave analysis among lower...

Area of Science:

• Educational Psychology
• Developmental Psychology

Background:

• The control-value theory of achievement emotions suggests that modifying control and value appraisals influences emotions.
• Empirical testing of the 'change-change' assumption within this theory has been limited.

Purpose of the Study:

• To examine if changes in control and value appraisals predict changes in learning enjoyment in lower secondary students.
• To investigate the developmental trajectories of control appraisals, value appraisals, and learning enjoyment.

Main Methods:

• Longitudinal study of 5125 German students from Grade 5 to Grade 9 (four measurement points).
• Utilized univariate and multivariate latent change score models to analyze developmental changes.

Main Results:

• A decline in control appraisals, value appraisals, and learning enjoyment was observed between Grades 5 and 9.
• Reductions in control and value appraisals were significant predictors of the decline in learning enjoyment.

Conclusions:

• Findings support the 'change-change' assumption of the control-value theory, indicating a link between appraisals and emotions.
• Suggests interventions to bolster control and value appraisals could mitigate declining learning enjoyment.
• Corroborates existing research on the negative developmental trends in these student characteristics.