Obergriesser, Stefanie and Stoeger, Heidrun (2020) Students' emotions of enjoyment and boredom and their use of cognitive learning strategies - How do they affect one another? LEARNING AND INSTRUCTION, 66: 101285. ISSN 0959-4752,
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To better understand the relationship between enjoyment and boredom and students' use of cognitive learning strategies, we analyzed both directions of effects between these constructs as described in the control-value theory of achievement emotions (Pekrun, 2006; 2018). Our study used a sequential design in which students' (N = 338 4th grade students) effective use of cognitive learning strategies was measured in real learning situations, allowing insights into the temporal order of effects and discrimination between intra- and inter-individual effects (N = 8020 assessments within students). An increased intraindividual level of enjoyment positively predicted subsequent effective use of learning strategies, whereas effective use of learning strategies did not predict students' subsequent enjoyment on the intraindividual level. Interindividual differences in enjoyment and effective use of cognitive learning strategies were unrelated, whereas negative relations were found for boredom and effective strategy use. On the intraindividual level, boredom and effective strategy use were unrelated.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | ACADEMIC EMOTIONS; ACHIEVEMENT SETTINGS; ANTECEDENTS; MATHEMATICS; INTERVENTIONS; PERFORMANCE; MOTIVATION; OUTCOMES; MODELS; GROWTH; Enjoyment; Boredom; Cognitive learning strategies; Intraindividual and interindividual differences |
| Subjects: | 300 Social sciences > 370 Education |
| Divisions: | Human Sciences > Institut für Bildungswissenschaft > Lehrstuhl für Schulpädagogik (Prof. Dr. Heidrun Stöger) |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 29 Mar 2021 06:21 |
| Last Modified: | 29 Mar 2021 06:21 |
| URI: | https://pred.uni-regensburg.de/id/eprint/44839 |
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