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- Publisher Website: 10.1111/cdev.14047
- Scopus: eid_2-s2.0-85178408522
- WOS: WOS:001112427800001
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Article: Control-value appraisals and academic emotions: An intensive longitudinal examination of reciprocal effects
| Title | Control-value appraisals and academic emotions: An intensive longitudinal examination of reciprocal effects |
|---|---|
| Authors | |
| Issue Date | 3-Dec-2023 |
| Publisher | Wiley |
| Citation | Child Development, 2023 How to Cite? |
| 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. |
| Persistent Identifier | http://hdl.handle.net/10722/341978 |
| ISSN | 2023 Impact Factor: 3.9 2023 SCImago Journal Rankings: 2.082 |
| ISI Accession Number ID |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Chen, X | - |
| dc.contributor.author | Leung, FKS | - |
| dc.date.accessioned | 2024-03-26T05:38:42Z | - |
| dc.date.available | 2024-03-26T05:38:42Z | - |
| dc.date.issued | 2023-12-03 | - |
| dc.identifier.citation | Child Development, 2023 | - |
| dc.identifier.issn | 0009-3920 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/341978 | - |
| dc.description.abstract | <p>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; <em>M</em><sub>age</sub> = 13.70, <em>SD</em><sub>age</sub> = 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.<br></p> | - |
| dc.language | eng | - |
| dc.publisher | Wiley | - |
| dc.relation.ispartof | Child Development | - |
| dc.title | Control-value appraisals and academic emotions: An intensive longitudinal examination of reciprocal effects | - |
| dc.type | Article | - |
| dc.identifier.doi | 10.1111/cdev.14047 | - |
| dc.identifier.scopus | eid_2-s2.0-85178408522 | - |
| dc.identifier.eissn | 1467-8624 | - |
| dc.identifier.isi | WOS:001112427800001 | - |
| dc.identifier.issnl | 0009-3920 | - |