Learning-related emotions in multimedia learning: An application of control-value theory
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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Learning-related emotions in multimedia learning : An application of control-value theory. / Stark, Lisa; Malkmus, Elisa; Stark, Robin et al.
in: Learning and Instruction, Jahrgang 58, 12.2018, S. 42-52.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Learning-related emotions in multimedia learning
T2 - An application of control-value theory
AU - Stark, Lisa
AU - Malkmus, Elisa
AU - Stark, Robin
AU - Brünken, Roland
AU - Park, Babette
PY - 2018/12
Y1 - 2018/12
N2 - The present study investigated assumptions of Control-value Theory of Achievement Emotions in multimedia learning. By applying an experimental 2x2-factorial between-subject design, the factors learner control (high vs. low) and value induction (high vs. low) were systematically varied. Results showed that high learner control led to higher perceived control and higher learning outcomes. There were no main effects of value induction. Significant interaction effects showed that the group with induction of a high positive task value and high learner control had most positive learning-related emotions and highest learning outcomes. Serial mediation analyses revealed that the main effect of learner control on learning outcomes was serially mediated by perceived control, learning-related emotions, and use of cognitive resources. The interaction effect on learning outcomes was serially mediated by control and value appraisals, learning-related emotions, and use of cognitive resources, as well. In particular, the results of the serial mediation analyses support assumptions of Control-value Theory and its validity in an experimental setting.
AB - The present study investigated assumptions of Control-value Theory of Achievement Emotions in multimedia learning. By applying an experimental 2x2-factorial between-subject design, the factors learner control (high vs. low) and value induction (high vs. low) were systematically varied. Results showed that high learner control led to higher perceived control and higher learning outcomes. There were no main effects of value induction. Significant interaction effects showed that the group with induction of a high positive task value and high learner control had most positive learning-related emotions and highest learning outcomes. Serial mediation analyses revealed that the main effect of learner control on learning outcomes was serially mediated by perceived control, learning-related emotions, and use of cognitive resources. The interaction effect on learning outcomes was serially mediated by control and value appraisals, learning-related emotions, and use of cognitive resources, as well. In particular, the results of the serial mediation analyses support assumptions of Control-value Theory and its validity in an experimental setting.
KW - Achievement emotions
KW - Control-value Theory
KW - Learner Control
KW - Multimedia learning
KW - Value induction
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85047089216&partnerID=8YFLogxK
U2 - 10.1016/j.learninstruc.2018.05.003
DO - 10.1016/j.learninstruc.2018.05.003
M3 - Journal articles
AN - SCOPUS:85047089216
VL - 58
SP - 42
EP - 52
JO - Learning and Instruction
JF - Learning and Instruction
SN - 0959-4752
ER -