The role of competence and value beliefs in students' daily emotional experiences: A multilevel test of a transactional model |
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| Authors: | Wondimu Ahmed Alexander Minnaert Greetje van der Werf Hans Kuyper |
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| Affiliation: | 1. Department of Psychology, University of Munich, Leopoldstrasse 13, 80802 Munich, Germany;2. Department of Empirical Educational Research, Universitaetsstrasse 10, University of Konstanz, 78457 Konstanz, Germany;3. Thurgau University of Teacher Education, 8280 Kreuzlingen, Switzerland;4. Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB T6G 2G5, Canada;5. School of Education, The University of New South Wales, Sydney, 2052 NSW, Australia;6. Department of Education, University of York, York YO10 5DD, United Kingdom;1. Department of Empirical Educational Research, University of Konstanz, Germany;2. Thurgau University of Teacher Education, Switzerland;3. Department of Educational and Counselling Psychology, McGill University, Canada |
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| Abstract: | This study examined the mutual influence of relatively stable personal competence and value beliefs and lesson specific appraisals of competence and value on daily emotional experiences of students in the classroom context. Personal competence and value beliefs were measured by means of questionnaire whereas appraisals and daily emotions were assessed by means of diary forms completed over a two-week period. Multilevel analyses of data from 120 grade seven students revealed that both personal competence-value beliefs and appraisals played an important role in determining daily emotional experiences in the classroom. More importantly, the results showed that the effects of stable personal variables on daily emotional experiences were mediated by lesson specific appraisals. In general, the results support cognitive mediational models of emotion that capitalize on the importance of both personal and situational characteristics in emotion elicitation. |
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