Our Place in the Universe

This project examined the relations between: (1) Three classroom-related mathematics emotions (enjoyment, boredom, and pride), (2) control-value appraisals, (3) academic buoyancy, and (4) classroom engagement, in the context of a thematic curriculum that combined geography, history, English literature, and science, together in a single lesson, by linking the discrete subjects to the local social, historical, and geopolitical context.

Data were collected over a wave in the Autumn term, of 2021. Self-reported emotions, control-value appraisals, academic buoyancy, and engagement, were collectected in students regular lessons from a single secondary school. The sample comprised 170 Year 7 students (71 males, 91females; Mean age of 11.2years).

All items were made specific to 'Our Place in the Universe'

Academic Buoyancy was measured using the Academic Bouyancy Scale.
Source: Martin, A.J. & Marsh, H.W. (2008) Academic buoyancy: towards an understanding of students’ everyday academic resilience, Journal of School Psychology, 46, 53–83. doi:10.1016/j.jsp.2007.01.002
Items are labelled BO1 to BO4 in the attached dataset.

Behavioural Engagement was measured using the Behavioural Engagement subscale from the Engagement and Dissatisfaction with Learning Questionnare.
Source: Source: Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493–525. doi.10.1177/001316440832323
Items are labelled at G1 to G5 in the attached dataset.

Control-value appraisals were measured using the Expectancy-Value-Cost scale.
Source: Kosovich, J. J., Hulleman C. S., E. Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the Expectancy-Value-Cost Scale in Middle School. Journal of Early Adolescence, 35(5-6), 709-816. doi.org/10.1177/027243161455689
Expectancy (control) items are labelled EX1 to EX3, (positive) value as V1 to V3, and cost (negative value) as C1 to C4, in the attached dataset.

Enjoyment, boredom, and pride, were measured using the respective subscales from the Achievement Emotions Questionnaire: Validation for pre-adolescent students.
Source: Peixoto, F., Mata, L., Monteiro, V., Sanches, C., & Pekrun, R. (2015). The Achievement Emotions Questionnaire: Validation for pre-adolescent students. European Journal of Developmental Psychology, 12, 472-481. doi.org/10.1080/17405629.2015.1040757
Enjoyment items are labelled E1 to E4, boredom B1 to B4, and pride P1 to P4, in the atttached dataset.

本项研究探讨了以下四者之间的关联：(1) 三种与课堂相关的数学情感（愉悦、厌倦与自豪），(2) 控制价值评估，(3) 学术浮力，以及(4) 课堂参与度，这些关联均置于一个主题课程中，该课程将地理、历史、英国文学和科学融合于单一课时，通过将离散学科与当地社会、历史及地缘政治背景相联系而形成。数据收集于2021年秋季学期的一轮调查中，来自一所中学的常规课程中学生的自我报告情感、控制价值评估、学术浮力和参与度。样本包括170名七年级学生（男性71名，女性91名；平均年龄11.2岁）。所有项目均特定于‘我们在宇宙中的位置’这一主题。学术浮力通过学术浮力量表进行测量。资料来源：Martin, A.J. & Marsh, H.W.（2008）《学术浮力：学生日常学术弹性的理解》，学校心理学杂志，第46卷，第53-83页。doi:10.1016/j.jsp.2007.01.002。量表中的项目标记为BO1至BO4。行为参与度通过参与度与学习不满问卷的行为参与度子量表进行测量。资料来源：Skinner, E. A., Kindermann, T. A., & Furrer, C. J.（2009）《动机视角下的参与与不满：对儿童在课堂学术活动中的行为和情感参与的构想与评估》，教育心理测量，第69卷，第3期，第493-525页。doi.10.1177/001316440832323。项目标记为G1至G5。控制价值评估通过期望-价值-成本量表进行测量。资料来源：Kosovich, J. J., Hulleman C. S., E. Barron, K. E., & Getty, S.（2015）《学生动机的实际测量：期望-价值-成本量表在中学生中的应用效度证据》，青少年早期发展杂志，第35卷，第5-6期，第709-816页。doi.org/10.1177/027243161455689。期望（控制）项目标记为EX1至EX3，正值标记为V1至V3，成本（负值）标记为C1至C4。愉悦、厌倦与自豪通过成就情感问卷的相应子量表进行测量。资料来源：Peixoto, F., Mata, L., Monteiro, V., Sanches, C., & Pekrun, R.（2015）《成就情感问卷：青少年学生的验证》。欧洲发展心理学杂志，第12卷，第472-481页。doi.org/10.1080/17405629.2015.1040757。愉悦项目标记为E1至E4，厌倦标记为B1至B4，自豪标记为P1至P4。