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Control–value appraisals and academic emotions: An intensive longitudinal examination of reciprocal effects.

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Title: Control–value appraisals and academic emotions: An intensive longitudinal examination of reciprocal effects.
Authors: Chen, Xin (AUTHOR), Leung, Frederick K. S. (AUTHOR)
Source: Child Development. May2024, Vol. 95 Issue 3, p972-987. 16p.
Subjects: Reciprocal teaching, Cognition, Emotions, Students, Student attitudes, Mathematics education, Longitudinal method, Structural equation modeling
Abstract: This study examined the reciprocal relation between lesson‐specific perceived cognitive appraisals and academic emotions on an intra‐individual level. A daily diary study was conducted using a sample of 266 Chinese Han students (Grades 7–8; 56.8% boys; Mage = 13.70, SDage = 0.52) during 10 mathematics lessons in 2022. Standardized questionnaires were also administered to these students before the daily diary study. The results of the dynamic structural equation modeling revealed significant reciprocal relations between cognitive appraisals and academic emotions within early adolescents and highlighted the role of emotions in guiding cognitive appraisals. Additionally, the study identified similarities and differences in the inter‐individual relation between appraisals and emotions across self‐reported questionnaires and daily diary measures. [ABSTRACT FROM AUTHOR]
Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Control–value appraisals and academic emotions: An intensive longitudinal examination of reciprocal effects.
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  Data: <searchLink fieldCode="AR" term="%22Chen%2C+Xin%22">Chen, Xin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Leung%2C+Frederick+K%2E+S%2E%22">Leung, Frederick K. S.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. May2024, Vol. 95 Issue 3, p972-987. 16p.
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  Data: <searchLink fieldCode="DE" term="%22Reciprocal+teaching%22">Reciprocal teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink>
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  Data: This study examined the reciprocal relation between lesson‐specific perceived cognitive appraisals and academic emotions on an intra‐individual level. A daily diary study was conducted using a sample of 266 Chinese Han students (Grades 7–8; 56.8% boys; Mage = 13.70, SDage = 0.52) during 10 mathematics lessons in 2022. Standardized questionnaires were also administered to these students before the daily diary study. The results of the dynamic structural equation modeling revealed significant reciprocal relations between cognitive appraisals and academic emotions within early adolescents and highlighted the role of emotions in guiding cognitive appraisals. Additionally, the study identified similarities and differences in the inter‐individual relation between appraisals and emotions across self‐reported questionnaires and daily diary measures. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/cdev.14047
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      – Code: eng
        Text: English
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        PageCount: 16
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      – SubjectFull: Reciprocal teaching
        Type: general
      – SubjectFull: Cognition
        Type: general
      – SubjectFull: Emotions
        Type: general
      – SubjectFull: Students
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      – SubjectFull: Student attitudes
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      – SubjectFull: Mathematics education
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      – SubjectFull: Longitudinal method
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      – SubjectFull: Structural equation modeling
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              Text: May2024
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              Y: 2024
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