Learning-related emotions in multimedia learning: An application of control-value theory

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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, Vol. 58, 12.2018, p. 42-52.

Research output: Journal contributionsJournal articlesResearchpeer-review

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Stark L, Malkmus E, Stark R, Brünken R, Park B. Learning-related emotions in multimedia learning: An application of control-value theory. Learning and Instruction. 2018 Dec;58:42-52. doi: 10.1016/j.learninstruc.2018.05.003

Bibtex

@article{f1b7f24c768d44ecab99a3a0b87eb052,
title = "Learning-related emotions in multimedia learning: An application of control-value theory",
abstract = "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.",
keywords = "Achievement emotions, Control-value Theory, Learner Control, Multimedia learning, Value induction, Educational science",
author = "Lisa Stark and Elisa Malkmus and Robin Stark and Roland Br{\"u}nken and Babette Park",
year = "2018",
month = dec,
doi = "10.1016/j.learninstruc.2018.05.003",
language = "English",
volume = "58",
pages = "42--52",
journal = "Learning and Instruction",
issn = "0959-4752",
publisher = "Elsevier B.V.",

}

RIS

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 -

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