The current study examined cross-sectional and longitudinal relationships amongst perceived teacher and perceived peer support, cognitive appraisals, and three achievement emotions (enjoyment, anger, ...and boredom) in math classrooms using a full-panel design with two measurement points over a 1-year period. The participants were 548 5th and 7th grade students from nine public schools in Portugal. Relationships were analysed with structural equation modelling (autoregressive cross-lagged panel modelling). The results showed that students' perceived peer support positively predicted their positive value appraisals. Students' perceived competence positively predicted their enjoyment and negatively predicted their anger, whereas students' positive value appraisals negatively predicted their boredom. Moreover, the findings revealed significant effects of perceived classroom support on emotions. Students' perceived teacher support negatively predicted their boredom, whereas their perceived peer support positively predicted their enjoyment and negatively predicted their boredom. The findings are discussed regarding theoretical and practical implications.
•Students' perceived teacher and peer support do not affect their competence appraisals.•Students' perceived peer support affects their value appraisals.•Students' perceived competence and value appraisals affect their emotions.•Students' perceived classroom support affects their emotions.
Based on control-value theory (CVT), we examined longitudinal relations between students' control and value appraisals, three activity-related achievement emotions (enjoyment, anger, and boredom), ...and math achievement (N = 1,716 fifth and seventh grade students). We assessed appraisals and emotions with self-report measures of perceived competence in math, perceived value of math, and math emotions, and achievement with school grades in math. All variables were measured in each of three consecutive annual assessments. Using structural equation modeling, we tested the CVT proposition that appraisals, emotions, and achievement show reciprocal relations over time. We hypothesized that (a) control-value appraisals influence the emotions, (b) the emotions influence achievement, and (c) achievement reciprocally influences appraisals and emotions. Supporting these hypotheses, the findings show that students' perceived competence and perceived value positively predicted their subsequent enjoyment and negatively predicted their anger and boredom, controlling for prior levels of these variables, gender, and prior achievement. Students' enjoyment positively predicted subsequent math achievement; anger and boredom negatively predicted achievement. Achievement showed reciprocal positive predictive effects on subsequent perceived competence, value, and enjoyment, and negative effects on subsequent anger and boredom; the effects on enjoyment and boredom were significant from Time 1 to 2 only. As posited in CVT, the effects of achievement on the emotions were mediated by perceived competence. In sum, the findings suggest that enjoyment, anger, and boredom influence students' achievement in mathematics, and that control-value appraisals and achievement are important antecedents of these emotions. Implications for future research and educational practice are discussed.
Educational Impact and Implications StatementThis study highlights the importance of students' control and value beliefs for their emotions during math learning. These emotions, in turn, impacted students' math achievement. Our findings suggest that promoting positive perceptions of control and value can be a powerful approach for fostering learners' positive emotional experiences and academic achievement.
The dominant organizational form of vocational education and training in Switzerland is the dual-track system, in which trainees sign an apprenticeship contract with a training company. Notably, 10 % ...to 40 % of those contracts are terminated prematurely each year, depending on region and occupational category, which is an important topic of concern for politics, practice and research. Thus, premature contract terminations (PCTs) are associated with high costs for society, companies, and young people. This study of 335 companies involving cooks and painters from German-speaking Switzerland aims to investigate the relationship between training quality and PCT. Of these companies, 136 had been affected by a PCT, and 199 had not. The results indicate that training at the workplace is universally of rather high quality. In line with the previous literature, trainees evaluate quality significantly lower than trainers. Furthermore, there are considerable differences between the two occupations: cooks evaluate their training quality more positively than painters. Moreover, cluster analyses indicate that high quality training can help companies avoid PCTs.
In the Swiss vocational education system, which is often called a 'Dual System', trainees enter into an apprenticeship contract with a training company. On average, 25% of those contracts are ...terminated prematurely (PCT). This article examines the relationship between training companies' selection methods and PCTs. The investigation is based on a quantitative study with a cross-sectional design and on qualitative interviews. Trainers and operations managers (N = 335) of Swiss training companies for cooks and painters were surveyed. Half of the companies have been affected by a PCT in the past and the other half have not. The findings indicate that a certain amount of the explained variance between companies with and without reported PCTs can be explained by the companies' selection process. Companies that were affected by a PCT use a job interview and a company visit significantly less often in their selection process than companies without a PCT.
