With the emergence of virtual reality, several challenges are posed to marketers, developers, and firms alike. These challenges concern futurity in the context of content creation, consumer ...acceptance, and return on investment (ROI). This manuscript focuses on these challenges by extending the technology acceptance model (TAM) by incorporating perceived enjoyment as a key belief variable and including four fundamental antecedents to the acceptance of virtual reality hardware. These variables are incorporated into a structural equation model to predict the outcomes of future use and purchase intention. These findings provide support for the continuity of VR hardware into the foreseeable future and initial support for the integration of inherent curiosity literature within the TAM literature framework.
Five studies, using diverse methodologies, distinct consumption experiences, and different manipulations, demonstrate the novel finding that savoring an upcoming consumption experience heightens ...enjoyment of the experience both as it unfolds in real time (ongoing enjoyment) and when it is remembered (remembered enjoyment). This theory predicts that the process of savoring an upcoming experience creates affective memory traces that are reactivated and integrated into the actual and remembered consumption experience. Consistent with this theorizing, factors that interfere with consumers’ motivation, ability, or opportunity to form or retrieve affective memory traces of savoring an upcoming experience limit the effect of savoring on ongoing and remembered consumption enjoyment. Affective expectations, moods, imagery, and mindsets do not explain the observed findings.
Enjoyment is one of the most relevant and frequently experienced discrete emotions for both teachers and students in classroom learning contexts. Based on theories of emotion transmission between ...interaction partners, we propose a reciprocal effects model linking teachers' and students' enjoyment in class. The model suggests that there are positive reciprocal links between teachers' and students' enjoyment and that these links are mediated by teachers' and students' observations of each other's classroom behaviors. The model was tested using 3-wave longitudinal data collected across the 1st 6 months of a school year from N = 69 teachers (78% female) and their 1,643 students from Grades 5 to 10 (57% female). A multilevel structural equation model confirmed our mediation hypotheses. Teacher enjoyment at the beginning of the school year (Time 1 T1) was positively related to student perceptions of teachers' enthusiasm during teaching 4 weeks later (T2), which was positively related to student enjoyment at midterm (T3). Further, student enjoyment at T1 was positively related to teacher perceptions of their students' engagement in class at T2, which was positively related to teacher enjoyment at T3. This study is the first to provide longitudinal evidence of reciprocal emotion transmission between teachers and students. Implications for future research and teacher training are discussed.
Educational Impact and Implications Statement
Researchers, educational policymakers, and the general public agree that teachers should radiate enjoyment and thus "infect" their students with excitement about learning. However, emotional contagion in human interaction is not a one-way street. In this research, we proposed that teachers' and students' enjoyment in class are reciprocally linked via mutual social perceptions of how enthusiastic and engaged the interaction partners are. We tested our assumptions using 3-wave longitudinal data collected from approximately 70 classrooms (teachers and their students) across the first 6 months of a school year. The results fully confirmed our expectations. Our findings imply that teachers' emotional experiences in class depend on their students' emotions as much as students' emotional experiences depend on their teachers'. It thus seems that for classrooms to be enjoyable places for everyone involved, one must consider the needs and desires of both learners and teachers.
Scholarly attention for Foreign Language Enjoyment (FLE) has sharply increased in the past three years for its role in facilitating language learning as well as promoting language learners’ ...well-being. However, the conceptualization and measurement of FLE in China, which has the largest number of EFL learners in the world, is only just starting. Adopting a mixed-method approach, the current study examined the psychometric properties of the Chinese Version of the Foreign Language Enjoyment Scale, and investigated FLE in a specific Chinese EFL context. Through surveying two samples of 1718 students and 360 students in Stages 1 and 2, a new 11-item and 3-factor model (i.e. FLE-Private, FLE-Teacher, and FLE-Atmosphere) was confirmed and validated. The students scored highest on FLE-Teacher, followed by FLE-Private and FLE-Atmosphere. The analysis of the qualitative data collected from 64 participants in Stage 3 showed that beyond the general factors linked to the teacher and peers, the individual experience of FLE is shaped by a large range of learner-internal and learner-external variables.
This study aimed to examine grit and its components (i.e. perseverance of effort and consistency of interest) in the foreign language (L2) classrooms by investigating its relations to personal best ...goals, L2 emotions (i.e. enjoyment and anxiety) and L2 achievement. We further examined whether grit could predict L2 achievement when other constructs are included in the analyses. For this purpose, a total of 226 participants who were studying English in a language institute completed the questionnaire. When grit was the only predictor of L2 achievement, results indicated that only perseverance of effort could significantly predict L2 achievement. However, when other predictors were included in the analyses, neither of grit components could predict L2 achievement. We further found that both grit components predicted L2 anxiety, while only perseverance of effort predicted L2 enjoyment and personal best goals. Finally, we found that perseverance of effort was indirectly related to L2 achievement through personal bests. These findings show the problematic role of consistency of interest in predicting L2 achievement reflecting the arguments made in the field of education. Results of the study provide us with important findings concerning the mechanism underlying the relations between grit and L2 achievement and how this relation might be mediated through personal best goals.
The continuous spread of the COVID-19 pandemic is causing people to feel anxiety and stress. This study constructs a four-layer research model to examine how a 360° virtual tour can reduce people's ...psychological stress through two types of presence (the sense of presence and telepresence) and affective-motivational states (enjoyment and involvement) in this extraordinary period of the COVID-19 pandemic. In order to test the moderating effect of involvement, partial least squares (PLS) analysis is employed to analyse valid data collected from 235 individuals. The results of this study indicate that telepresence has a higher impact in generating affective-motivational states than the sense of presence. Among the factors, enjoyment shows the highest effect on satisfaction with the 360° virtual tour experience and stress reduction; involvement moderates the effect of telepresence on satisfaction with the 360° virtual tour experience. This study also contributes to virtual reality research by distinguishing the concepts of ‘sense of presence’ and ‘telepresence’ as well as demonstrating the mechanisms whereby virtual reality technology influences people's psychological well-being. Timely recommendations are provided for people in order to reduce psychological stress during and after COVID-19 pandemic.
•Sense of presence and telepresence influence affective-motivational states.•Telepresence has the highest total effect on the satisfaction with the 360° VR tour.•Telepresence has the highest total effect on stress reduction.•Involvement mediates and moderates the effect of telepresence on the satisfaction.
The influence of (trait) emotional intelligence (TEI) on academic achievement has been documented in literature, while its influence in the specific domain of L2 learning remains underexplored. The ...link between EI and negative emotions especially anxiety has been studied in different contexts including applied linguistics. However, it remains unknown how EI is related to positive emotions in L2 learning. Underpinned by theories and assumptions of Positive Psychology, the present study examined the complex relationships between 1307 Chinese high school students' TEI, Foreign Language Enjoyment (FLE), and English-as-a-foreign-language (EFL) learning achievement. The following findings were obtained: (1) Most Chinese high school EFL students reported moderate to high levels of TEI, while low to moderate levels of FLE; (2) Small to medium correlations were found among students' TEI, FLE, self-perceived English achievement and actual English achievement; (3) TEI was partially mediated by FLE to influence perceived achievement and actual achievement indirectly. The results were discussed in accordance with previous relevant findings as well as their theoretical and practical implications for L2 teaching and learning.
This interdisciplinary study investigates whether, and to what extent, grit (consisting of perseverance of effort and consistency of interests) and classroom enjoyment are linked with EFL learners' ...willingness to communicate in a second language (L2 WTC), the final psychological step before actual English communication. To this end, three groups of Korean EFL learners (N = 647) from five schools, who at the time of the study had no overseas experience, were surveyed: middle school (n = 137), high school (n = 323), and university students (n = 187). Results of hierarchical regression analyses show that grit (perseverance of effort) and classroom enjoyment are predictors of all cohorts' L2 WTC, while grit (consistency of interests) is not predictive of L2 WTC among all participants. These results suggest that L2 teachers, who instruct in a relatively monolingual and monocultural EFL classroom, can boost learners' L2 WTC by encouraging continuous efforts to initiate English communication. Moreover, by creating a positive classroom environment, EFL teachers can increase learners' level of L2 WTC and potentially boost their English communicative competence. Theoretically, these findings support an emerging view of the application of positive psychology in L2 learning and teaching.
•The TES are a newly developed self-report instrument to assess enjoyment, anger, and anxiety about teaching.•Data of 944 teachers from four different studies confirm the instrument’s psychometric ...quality.•The TES German and English language versions demonstrate metric measurement invariance.•The TES are consistently related with, but clearly separable from, general affect and burnout.•The TES are consistently related with teaching behaviors as judged by students.
The emotions of teachers are considered relevant not only for their own well-being but also for the functioning of classrooms. Nevertheless, research on teacher emotions has been slow to emerge, and scales for their assessment via self-report are generally lacking. In the present research we developed four-item scales for three emotions considered most relevant in the context of teaching: enjoyment, anger, and anxiety (Teacher Emotions Scales, TES). Based on data of 944 teachers, we tested German and English language versions of the TES for reliability, internal and external validity, and cross-language equivalence, while exploring the utility of both a general and a student-group specific variant. All scales proved to be highly reliable, and confirmatory factor analysis supported internal validity by showing that three-factor models (enjoyment, anger, and anxiety) were superior to single-factor or two-factor (positive vs. negative affect) models. The external validation analyses provided consistent evidence for theoretically meaningful relations with teachers’ general affect, burnout, job satisfaction, and teacher self-efficacy. These findings were robust across multiple studies. In addition, consistent relationships with student ratings of teaching behaviors were found. Analyses of measurement invariance revealed that the English and the German language versions were fully structurally equivalent und displayed metric invariance.
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