Learning enjoyment at the lower secondary level and its association with control and valence cognitions

Hagenauer, Gerda; Hascher, Tina (2011). Learning enjoyment at the lower secondary level and its association with control and valence cognitions. Zeitschrift für Pädagogische Psychologie, 25(1), pp. 63-80. Hans Huber 10.1024/1010-0652/a000026

Text fulltext.pdf - Published Version Restricted to registered users only Available under License Publisher holds Copyright. Download (836kB)

This paper presents the results of a longitudinal study which addresses the changes of learning enjoyment between grades 6 and 7. The study investigated the importance of student control and valence cognitions on academic learning enjoyment and tested the control-value theory (Pekrun, 2000, 2006). A sample of 356 students completed diaries and answered questionnaires over a one year period. The results agree with Fend’s (1997) findings that during the «critical school year» a decrease in learning enjoyment is observed. Additionally it is shown that students’ learning enjoyment is positively related to high control and positive valence cognitions. It was further found that although high control and positive valence cognitions support learning enjoyment they cannot prevent its decline over the year. Future research is required to clarify the association between learning enjoyment and cognitions.

Interest & Impact

Downloads

15 since deposited on 10 Oct 2014
0 in the past 12 months

Citations

5 Citations in Web of Science ®
6 Citations in Scopus

Search

in Google Scholar™

Services

Actions (login required)

Edit item

Actions (login required)

Edit item