prikaz prve stranice dokumenta Cognitive appraisals as mediators of the relationship between digital technology use and students' achievement emotions in science and mathematics subjects
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Scientific paper - Original scientific paper
Cognitive appraisals as mediators of the relationship between digital technology use and students' achievement emotions in science and mathematics subjects
Learning Environments Research, 27 (2023), 3; 495-512. https://doi.org/10.1007/s10984-023-09486-6
Stilin, Dora; Rončević Zubković, Barbara; Pahljina-Reinić, Rosanda

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Stilin, D., Rončević Zubković, B. & Pahljina Reinić, R. (2023). Cognitive appraisals as mediators of the relationship between digital technology use and students' achievement emotions in science and mathematics subjects. Learning Environments Research, 27. (3), 495-512. doi: 10.1007/s10984-023-09486-6

Stilin, Dora, et al. "Cognitive appraisals as mediators of the relationship between digital technology use and students' achievement emotions in science and mathematics subjects." Learning Environments Research, vol. 27, no. 3, 2023, pp. 495-512. https://doi.org/10.1007/s10984-023-09486-6

Stilin, Dora, Barbara Rončević Zubković and Rosanda Pahljina Reinić. "Cognitive appraisals as mediators of the relationship between digital technology use and students' achievement emotions in science and mathematics subjects." Learning Environments Research 27, no. 3 (2023): 495-512. https://doi.org/10.1007/s10984-023-09486-6

Stilin, D., Rončević Zubković, B. and Pahljina Reinić, R. (2023) 'Cognitive appraisals as mediators of the relationship between digital technology use and students' achievement emotions in science and mathematics subjects', Learning Environments Research, 27(3), pp. 495-512. doi: 10.1007/s10984-023-09486-6

Stilin D, Rončević Zubković B, Pahljina Reinić R. Cognitive appraisals as mediators of the relationship between digital technology use and students' achievement emotions in science and mathematics subjects. Learning Environments Research [Internet]. 2023 December 27 [cited 2025 April 11];27(3):495-512. doi: 10.1007/s10984-023-09486-6

D. Stilin, B. Rončević Zubković and R. Pahljina Reinić, "Cognitive appraisals as mediators of the relationship between digital technology use and students' achievement emotions in science and mathematics subjects", Learning Environments Research, vol. 27, no. 3, pp. 495-512, December 2023. [Online]. Available at: https://urn.nsk.hr/urn:nbn:hr:186:502783. [Accessed: 11 April 2025]

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Metadata
Title (english)Cognitive appraisals as mediators of the relationship between digital technology use and students' achievement emotions in science and mathematics subjects
AuthorDora Stilin
AuthorBarbara Rončević Zubković
AuthorRosanda Pahljina-Reinić
Author's institutionUniversity of Rijeka
Faculty of Humanities and Social Sciences
(Department of Psychology)
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Psychology
Abstract (english)
Based on the control-value theory, we investigated the achievement emotions experienced in science and mathematics classes by high school students in the context of digital technology use for educational purposes. Specifically, we examined the mediating role of cognitive appraisals of control and value in the relationship between students’ digital technology use and emotions. Data were collected through online questionnaires from a sample of 1476 first- and second-grade high school students from 50 schools. The results of path analyses revealed that digital technology use (i.e. students' ICT-based activities related to learning) was positively associated with enjoyment and pride, both directly and indirectly through the perceived competence (control appraisal) and interest (value appraisal) in science and mathematics subjects. Findings further indicated that digital technology use was not directly negatively related to emotions of anxiety and boredom, but rather indirectly through students' cognitive appraisals. The perceived competence as control appraisal mediated the relation between digital technology use and both anxiety and boredom, while the perceived interest and importance as value appraisals mediated the effect of digital technology use on boredom only. The results can help educational practitioners to shape technology-based learning environments in affectively beneficial ways by utilizing learning technologies that enhance students' sense of competence and promote interest and value in mathematics and science subjects.
Keywords (english)
Languageenglish
Publication typeScientific paper - Original scientific paper
Publication statusPublished
Peer reviewPeer review - international
Publication versionPublished version
Journal titleLearning Environments Research
Numberingvol. 27, no. 3, pp. 495-512
p-ISSN1387-1579
e-ISSN1573-1855
DOIhttps://doi.org/10.1007/s10984-023-09486-6
URN:NBNurn:nbn:hr:186:502783
Publication2023-12-27
ProjectNumber: uniri-durstv-18-191
Title (croatian): Osobne i kontekstualne odrednice učenja i poučavanja različitih uzrasnih skupina
Title (english): Personal and Co - Textual Determinants of Learning and Teaching at Different Educational Levels
Leader: Svjetlana Kolić-Vehovec
Jurisdiction: Croatia
ProjectNumber: 115-100-930/21
Title (croatian): Znanstveno istraživanje učinaka projekta: "e-Škole: Uspostava sustava razvoja digitalno zrelih škola (II. faza)"
Title (english): Scientific Research on the Effects of the Project: "e-Schools: Development of the System of Digitally Mature Schools (II. phase)"
Acronym: e-Škole (II. faza)
Leader: Svjetlana Kolić-Vehovec
Jurisdiction: eu
Funding stream: European Research Council
Document URLhttps://link.springer.com/10.1007/s10984-023-09486-6
Type of resourceText
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2025-02-20 12:53:17