Search

PurposeTo explore the relationship between post-traumatic stress disorder (PTSD) and students’ academic control and academic emotion in the aftermath of a flood disaster. The findings will offer educators and relevant departments valuable insights to understand and facilitate the restoration of learning capabilities among students affected by the disaster.MethodsThis study employed a combined approach of questionnaire surveys and longitudinal tracking. Students from Guangling Primary and Secondary School (Shouguang City, Weifang, Shandong Province) participated in surveys administered in September 2018, December 2018, and September 2019. The instruments utilized included the Post-Disaster Trauma Assessment Questionnaire, the Adolescent Academic Control Scale, and the mathematical version of the Achievement Emotions Questionnaire. Data analysis involved two-factor correlation and mediation effect testing.ResultsSignificant differences were observed in overall PTSD scores and its three dimensions between the 1-week and 1-year post-disaster assessments. Both the average PTSD score and the detection rate were higher 1 year after the disaster compared to the first week. Students’ academic control demonstrated a strong positive correlation with positive academic emotions and a significant negative correlation with anxiety-related academic emotions. Cross-lagged regression analysis indicated a predictive relationship: academic control measured 3 months post-disaster significantly predicted academic emotions at the 9-month assessment, and conversely, academic emotions at the 3-month point were predictive of academic control at 9 months. In addition, academic control appears to play a complete mediating role in the relationship between PTSD and academic emotions.ConclusionStudents exhibited a range of PTSD symptoms following the disaster, with a higher prevalence noted in the first year compared to the initial week. PTSD negatively affects academic standing in these students, and is predictive of both their sense of academic control and their emotional responses to learning. Crucially, academic control and academic emotions exhibit a strong correlation and can mutually affect one another. Interventions aimed at reducing PTSD symptoms, cultivating positive academic emotions, and strengthening students’ sense of academic control must therefore consider the relationship between these factors. This holistic approach will enhance psychological well-being and improve academic performance.

IntroductionThis study aims to understand how emotions and motivation influence the academic achievement of physical education (PE) students and their future intention to practice physical activity (PA). Despite the influence on student’s behaviors and the reciprocal associations between motivation and emotion, the number of studies addressing both constructs at the same level is very limited.MethodsA structural equation model was used with 799 students aged 11–17 years (M = 13.16; SD = 1.17).Results and discussionThe results showed that the teacher support of the basic psychological needs (BPN) predicted students’ BPN satisfaction, which in turn predicted their autonomous motivation and positive emotions, and negatively predicted their negative emotions. Finally, autonomous motivation predicted students’ intention to be physically active, whereas academic achievement was predicted by both autonomous motivation and emotions. We conclude that to better understand the consequences of PE classes, it is necessary to consider both constructs.

IntroductionIn the context of digital transformation of education, online training is one of the important ways for teachers to improve their professionalism and promote the quality of education. However, studies have shown that teachers’ online training suffers from insufficient learning engagement and other problems, so it is crucial to explore the factors influencing teachers’ learning engagement and their mechanisms of action in the context of online training.MethodsTaking 589 teachers who participated in online training as the research subjects, the study used the methods of survey research and statistical analysis to explore the influence mechanism of teachers’ academic emotions and motivational beliefs on online learning engagement based on the dual perspectives of control value theory and expectancy-value theory.ResultsThe study found that: (1) positive-high arousal academic emotions, training self-efficacy, and training task value significantly and positively predicted online learning engagement, respectively; (2) negative-high arousal and negative-low arousal academic emotions significantly and negatively predicted online learning engagement; (3) training self-efficacy and training task value mediated the relationship between positive-high arousal academic emotions, negative-high arousal academic emotions, negative-low arousal academic emotions and online learning engagement, respectively.DiscussionThe study concluded that by creating an immersive learning environment based on the educational meta universe, personalized and precise training based on big data and adaptive technologies, and establishing a multi-dimensional and three-dimensional online learning support service system, which can effectively improve teachers’ online learning engagement and enhance their online training quality and effectiveness.

In this study, we identified multidimensional profiles in students’ math anxiety, math self-concept, and math interest using data from a large generalizable sample of 16,547 9th grade students in the United States who participated in the National Study of Learning Mindsets. We also analyzed the extent that students’ profile memberships are associated with related measures such as prior mathematics achievement, academic stress, and challenge-seeking behavior. Five multidimensional profiles were identified: two profiles which demonstrated relatively high levels of interest and self-concept, along with low math anxiety, in line with the tenets of the control-value theory of academic emotions (C-VTAE); two profiles which demonstrated relatively low levels of interest and self-concept, and high levels of math anxiety (again in accordance with C-VTAE); and one profile, comprising more than 37% of the total sample, which demonstrated medium levels of interest, high levels of self-concept, and medium levels of anxiety. All five profiles varied significantly from one another in their association with the distal variables of challenge seeking behavior, prior mathematics achievement, and academic stress. This study contributes to the literature on math anxiety, self-concept, and interest by identifying and validating student profiles that mainly align with the control-value theory of academic emotions in a large, generalizable sample.

BackgroundSecond/foreign language teaching has been considered as a dialogic and interactive job in which teachers’ and students’ emotions and behaviors are closely connected to each other. When there is a harmonious and positive relationship between the teacher and students in the classroom, many favorable academic outcomes may emerge. A bulk of research has endorsed the power of positive emotional classroom rapport in EFL contexts. However, its role in preventing negative students’ emotions like shame, as an achievement emotion, in terms of perceived control and value tasks has rarely (if any) caught scholarly attention.ObjectiveThis study aimed to provide insights into the role of emotions in L2 education and the way students’ shame can be prevented or curbed in light of a positive emotional classroom rapport.Method/DesignThis article systematically reviewed the theoretical and empirical underpinnings of EFL teachers’ positive emotional classroom rapport and students’ shame in light of the control-value theory.ResultsIn this research, it was asserted that by building a positive emotional classroom rapport EFL teachers can block and even eliminate students’ shame.ImplicationsThe study offers practical implications to EFL teachers, trainers, principals, and researchers by increasing their knowledge and abilities in managing psycho-emotional mechanisms and factors and enriching interpersonal aspects of EFL education.

This study explored the integration of John Henryism—defined as effortful, active coping in response to environmental stress—into control-value theory. Specifically, we were interested in how this process differed among identity groups. We used measures of John Henryism (JHAC-12), control-value theory, and momentary engagement (Record of Experience) on a school-based task. Results demonstrated the following: identifying as a first-generation college student predicted John Henryism; value significantly predicted cognitive engagement and positive emotion; and perceived control lowered negative emotions. Identifying as a first-generation college student corresponded to higher levels of John Henryism and control. Identifying as female led to a decrease in positive emotions, but an increase in value. Similarly, identifying as a Black student was associated with a decrease in control, but also a decrease in negative emotions. Indirect effects showed that identifying as a first-generation college student led to an increase in John Henryism followed by (1) an increase in value, (2) an increase in perceived control, or (3) an increase in value with attendant positive emotions. Findings indicate that John Henryism integrates into control-value theory and contributes to momentary engagement on a school-based task.

Students enrolled in tertiary education encounter multiple challenges, which prevent them from being proficient. One of these challenges is anxiety which is a common achievement emotion that impacts many students. Anxiety may prevent learning and may be negatively related to learning due to the negative values of classroom activities and their low controllability. As a result, obtaining more research evidence on anxiety plays an important role in allowing learners to develop the skills they need in different types of technology-based environments such as Flipped Learning (FL). With the prevalence of Internet usage, FL is gaining increasing popularity among higher education individuals. The FL approach is an important model for modifying teaching, cultivating enthusiasm, and interaction, and developing educational presentations in student-focused learning circumstances. The potential affordances of the FL environment might place learners in more positive states of control and value appraisals than the environment of conventional classes, which can lead to the removal of negative emotions such as anxiety. Given the benefits of FL and the potential affordances of its environment, the purpose of this conceptual study is to argue how the inherent affordances of the FL environment can contribute to the controllability and positive values of classroom activities reducing learners’ anxiety in light of control-value theory.

Drawing on the control-value theory, this study adopted a qualitative approach to explore the various achievement emotions Chinese EFL learners experienced in an online English learning environment and their antecedents during the COVID-19 pandemic period. Data were collected from six Chinese EFL students through semi-structured interviews and reflective journals supplemented with their class notes. Thematic analysis was performed using the qualitative data management software NVivo 12 plus. Results showed that the students experienced diverse emotions such as enjoyment, relaxation, anxiety, guilt, boredom and helplessness. Apart from the environmental antecedents of teacher and peer factors and individual antecedents of control-value appraisals, four novel antecedents were identified which had influence on emotions experienced in the online learning context, including environmental antecedents of internet connection and workload outside classroom, as well as the individual antecedents of students' self-regulation of learning behavior and learning environment.