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Class-Related Emotions in Secondary Physical Education: A Control-Value Theory Approach
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2017
Year
Affective VariableEducational PsychologyEducationInstructional ModelsSocial SciencesPsychologyTeacher EducationStudent MotivationStudent LearningEmotion RegulationLearning PsychologyPhysical EducationValue BeliefsSecondary Physical EducationSocial SkillsSchool PsychologyLearning SciencesMotivationInstructionControl-value TheoryEmotional DevelopmentEmotion
Purpose: Grounded in control-value theory, a model of students’ achievement emotions in physical education (PE) was investigated. Methods: A path analysis tested hypotheses that students’ ( N = 529) perceptions of teacher responsiveness, assertiveness, and clarity predict control and value beliefs which, in turn, predict enjoyment and boredom. Results: Teacher clarity predicted student control (β = .31; R 2 = .09) and value (β = .21; R 2 = .07) beliefs. Value and control beliefs positively predicted enjoyment (β = .71; β = .11; R 2 = .58) and negatively predicted boredom (β = -.61; β = -.13; R 2 = . 47 ). Discussion: Findings provide meaningful information about the source of students’ emotional experiences in PE. The importance of instructional clarity within the model highlights the need for teachers to use a variety of clarifying strategies during instruction. The strong links between value beliefs and emotions suggest teachers need to explicitly discuss the intrinsic and extrinsic worth of PE content.