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A qualitative analysis of control-value appraisals, positive achievement emotions, and EFL performance in a Chinese senior high school context

Based on the control-value theory (CVT), this study qualitatively investigated the relationship between control-value appraisals, achievement emotions (mainly enjoyment, pride, and hope), and English-as-a-foreign-language (EFL) performance, and explored other antecedents of achievement emotions in a...

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Autores principales: Yu, Weihua, Wu, Hanwei, Zhao, Wanzhu
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9521327/
https://www.ncbi.nlm.nih.gov/pubmed/36186346
http://dx.doi.org/10.3389/fpsyg.2022.986684
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author Yu, Weihua
Wu, Hanwei
Zhao, Wanzhu
author_facet Yu, Weihua
Wu, Hanwei
Zhao, Wanzhu
author_sort Yu, Weihua
collection PubMed
description Based on the control-value theory (CVT), this study qualitatively investigated the relationship between control-value appraisals, achievement emotions (mainly enjoyment, pride, and hope), and English-as-a-foreign-language (EFL) performance, and explored other antecedents of achievement emotions in addition to control-value appraisals. Data were collected from six Chinese high school students through two semi-structured interviews and one focus group discussion. With thematic analysis, data were analyzed under the framework of the CVT using NVivo 11.0. Results indicate that high perceived control, high perceived extrinsic, and intrinsic values were interactively associated with enjoyment, pride, and hope. Low perceived control, high perceived extrinsic value, and low perceived intrinsic value were interactively associated with fewer positive achievement emotions (only hope) and more negative achievement emotions like fear. High perceived control, high perceived extrinsic value, and low perceived intrinsic value were interactively associated with fewer positive achievement emotions (only pride), and more negative achievement emotions like anguish. Besides, positive achievement emotions were positively associated with EFL performance, while negative achievement emotions were negatively associated with EFL performance. Moreover, factors inside the classroom, factors outside the classroom, and personal factors were found to be the antecedents of achievement emotions in EFL learning.
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spelling pubmed-95213272022-09-30 A qualitative analysis of control-value appraisals, positive achievement emotions, and EFL performance in a Chinese senior high school context Yu, Weihua Wu, Hanwei Zhao, Wanzhu Front Psychol Psychology Based on the control-value theory (CVT), this study qualitatively investigated the relationship between control-value appraisals, achievement emotions (mainly enjoyment, pride, and hope), and English-as-a-foreign-language (EFL) performance, and explored other antecedents of achievement emotions in addition to control-value appraisals. Data were collected from six Chinese high school students through two semi-structured interviews and one focus group discussion. With thematic analysis, data were analyzed under the framework of the CVT using NVivo 11.0. Results indicate that high perceived control, high perceived extrinsic, and intrinsic values were interactively associated with enjoyment, pride, and hope. Low perceived control, high perceived extrinsic value, and low perceived intrinsic value were interactively associated with fewer positive achievement emotions (only hope) and more negative achievement emotions like fear. High perceived control, high perceived extrinsic value, and low perceived intrinsic value were interactively associated with fewer positive achievement emotions (only pride), and more negative achievement emotions like anguish. Besides, positive achievement emotions were positively associated with EFL performance, while negative achievement emotions were negatively associated with EFL performance. Moreover, factors inside the classroom, factors outside the classroom, and personal factors were found to be the antecedents of achievement emotions in EFL learning. Frontiers Media S.A. 2022-09-15 /pmc/articles/PMC9521327/ /pubmed/36186346 http://dx.doi.org/10.3389/fpsyg.2022.986684 Text en Copyright © 2022 Yu, Wu and Zhao. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Yu, Weihua
Wu, Hanwei
Zhao, Wanzhu
A qualitative analysis of control-value appraisals, positive achievement emotions, and EFL performance in a Chinese senior high school context
title A qualitative analysis of control-value appraisals, positive achievement emotions, and EFL performance in a Chinese senior high school context
title_full A qualitative analysis of control-value appraisals, positive achievement emotions, and EFL performance in a Chinese senior high school context
title_fullStr A qualitative analysis of control-value appraisals, positive achievement emotions, and EFL performance in a Chinese senior high school context
title_full_unstemmed A qualitative analysis of control-value appraisals, positive achievement emotions, and EFL performance in a Chinese senior high school context
title_short A qualitative analysis of control-value appraisals, positive achievement emotions, and EFL performance in a Chinese senior high school context
title_sort qualitative analysis of control-value appraisals, positive achievement emotions, and efl performance in a chinese senior high school context
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9521327/
https://www.ncbi.nlm.nih.gov/pubmed/36186346
http://dx.doi.org/10.3389/fpsyg.2022.986684
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