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A Test Of The Control Value Theory Of Achievement Emotions In An Instructional Communication Context, Katherine E. Armstrong

Graduate Theses, Dissertations, and Problem Reports

This dissertation tested the control-value theory of achievement emotions (CVTAE) in an instructional communication context. Based on the assumptions of CVTAE, the researcher predicted that when instructors were clearer, students would feel more confident in their abilities to perform well in their class and, in turn, experience positive achievement emotions (i.e., enjoyment and hope), ultimately becoming be more intrinsically motivated to learn. If instructors were less clear, however, students would experience decreased motivation to learn through negative appraisals of performance efficacy and negative achievement emotions (i.e., boredom, anxiety, and hopelessness). Additionally, the researcher hypothesized that when instructors made the course …