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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. i 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, br. 3, 2023, str. 495-512. https://doi.org/10.1007/s10984-023-09486-6

Stilin, Dora, Barbara Rončević Zubković i 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, br. 3 (2023): 495-512. https://doi.org/10.1007/s10984-023-09486-6

Stilin, D., Rončević Zubković, B. i 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), str. 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]. 27.12.2023. [pristupljeno 20.02.2025.];27(3):495-512. doi: 10.1007/s10984-023-09486-6

D. Stilin, B. Rončević Zubković i 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, br. 3, str. 495-512, Prosinac 2023. [Online]. Dostupno na: https://urn.nsk.hr/urn:nbn:hr:186:502783. [Citirano: 20.02.2025.]

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Podaci o radu
Naslov (engleski)Cognitive appraisals as mediators of the relationship between digital technology use and students' achievement emotions in science and mathematics subjects
AutorDora Stilin
AutorBarbara Rončević Zubković
AutorRosanda Pahljina-Reinić
Autorova ustanovaSveučilište u Rijeci
Filozofski fakultet
(Odsjek za psihologiju)
Znanstveno / umjetničko
područje, polje i grana		DRUŠTVENE ZNANOSTI
Psihologija
Sažetak (engleski)
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.
Ključne riječi (engleski)
Jezikengleski
Vrsta publikacijeZnanstveni rad - Izvorni znanstveni rad
Status objaveObjavljen
Vrsta recenzijeRecenziran - međunarodna recenzija
Verzija publikacijeObjavljena verzija rada (izdavačev PDF)
Naslov časopisaLearning Environments Research
Brojčani podacivol. 27, br. 3, str. 495-512
p-ISSN1387-1579
e-ISSN1573-1855
DOIhttps://doi.org/10.1007/s10984-023-09486-6
URN:NBNurn:nbn:hr:186:502783
Datum objave publikacije2023-12-27
ProjektŠifra: uniri-durstv-18-191
Naziv (hrvatski): Osobne i kontekstualne odrednice učenja i poučavanja različitih uzrasnih skupina
Naziv (engleski): Personal and Co - Textual Determinants of Learning and Teaching at Different Educational Levels
Voditelj: Svjetlana Kolić-Vehovec
Pravna nadležnost: Hrvatska
Financijer: Sveučilište u Rijeci
ProjektŠifra: 115-100-930/21
Naziv (hrvatski): Znanstveno istraživanje učinaka projekta: "e-Škole: Uspostava sustava razvoja digitalno zrelih škola (II. faza)"
Naziv (engleski): Scientific Research on the Effects of the Project: "e-Schools: Development of the System of Digitally Mature Schools (II. phase)"
Kratica: e-Škole (II. faza)
Voditelj: Svjetlana Kolić-Vehovec
Pravna nadležnost: eu
Financijer: Europska unija
Linija financiranja: European Research Council
URL dokumentahttps://link.springer.com/10.1007/s10984-023-09486-6
Vrsta resursaTekst
Prava pristupaOtvoreni pristup
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Datum i vrijeme pohrane2025-02-20 12:53:17