ACES Capabilities survey

We investigated in both directions of the subject areas between these dimensions as articulated in the control-value theory of achievement emotions to better understand the relationship between playfulness, boredom, and students' use of cognitive learning strategies (Pekrun, 2006; 2018). This study used a quantitative design in which students' (N = 301 early-primary students) impactful use of cognitive learning strategies was assessed in real-life learning situations, allowing for insights into the temporal order of effects and differentiation between intraindividual and interindividual effects. Increased intraindividual playfulness predicted later effective use of learning techniques on the intraindividual level, but effective use of learning strategies did not predict students' subsequent happiness. Interindividual differences in happiness and effective use of cognitive learning techniques were unrelated, but there was a negative link between boredom and effective strategy use. On an intraindividual level, boredom and the use of effective strategies were unrelated.