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A mediation analysis of emotions based on the control-value theory

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Abstract

Acquiring strong math skills is essential in science, technology, engineering and mathematics (STEM) education. One important element to foster strong math skills is that students enjoy learning math early on during elementary school years. The control-value theory of achievement emotions (Pekrun, 2006) has been widely used to examine how specific emotions mediate the relationship between cognitive appraisals (i.e., perceived control and value) and math achievement (e.g., Putwain et al., 2018a). However, there has not been a comprehensive study examining the mediating roles of the two commonly experienced emotions—enjoyment and boredom—on international math performance. In this study, Trends in International Mathematics and Science Study (TIMSS) 2015 data is used to evaluate how enjoyment and boredom mediate the influence of cognitive appraisals on math performance in 53 education systems. Specifically, boredom significantly mediates the paths in 25 systems (47%). In general, enjoyment negatively mediates the paths which was an unexpected finding; however, 21 out of the 53 systems (40%) yield expected positive results. Our results therefore advance our understanding regarding how enjoyment and boredom relate to math success. In particular, when the mediating effects are contradictory to our hypothesis (e.g., in Korea and Turkey), these unexpected findings may indicate a cultural difference on what emotions are important to be felt in relation to academic success.

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Data Availability

The data is available from the TIMSS 2015 International Database.

Notes

  1. Germany (e.g., Bieg et al., 2013b; Frenzel et al., 2007a; Lichtenfeld et al., 2012; Pekrun et al., 2017; Respondek et al., 2017), North America, Canada, and United States (e.g., Tze et al., 2014; Daniels et al., 2009; Lichtenfeld et al., 2012; Parker et al., 2018; Pekrun et al., 2014; Stupnisky et al., 2013), Australia (e.g., Camacho-Morles et al., 2019), England (Putwain et al., 2018a, 2018b), Italy (Raccanello et al., 2018), Japan (e.g., Tanaka & Murayama, 2018), Netherlands (e.g., Van der Beek, Van der Ven, Kroesbergen, & Leseman, 2017), Portugual (e.g., Peixoto et al., 2017), Singapore (e.g., Luo et al., 2014; Luo et al., 2016), South Korea (e.g., You & Kang, 2014), and Switzerland (e.g., Buff, 2014).

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This study was funded by University of Manitoba to the first author.

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  1. Department of Educational Administration, Foundations, and Psychology, University of Manitoba, Winnipeg, Canada

    Virginia M. C. Tze

  2. Department of Psychology, University of Manitoba, Winnipeg, Canada

    Johnson C.-H. Li

  3. Department of Educational Psychology, University of Alberta, Edmonton, Canada

    Patti C. Parker

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  1. Virginia M. C. Tze
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  2. Johnson C.-H. Li
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Tze, V.M.C., Li, J.CH. & Parker, P.C. A mediation analysis of emotions based on the control-value theory. Curr Psychol 42, 5392–5406 (2023). https://doi.org/10.1007/s12144-021-01840-2

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