Control-value theory and enjoyment of science: A cross-national investigation with 15-year-olds using PISA 2006 data

摘要

Control-value theory (CVT) explains how achievement emotions arise. CVT assumes control and value appraisals and their interaction are proximal antecedents of achievement emotions, and the structure of relationships between these constructs are independent of culture and gender. Using the Programme for International Student Assessment (PISA) 2006 data collected from nationally representative samples of 15-year-olds from 57 countries, this study attempted to test these assumptions for enjoyment of science by employing structural equation models with latent interactions. The results showed that control (science self-concept), personal value of science, and utility value (instrumental motivation to learn science) had large positive effects on enjoyment of science. The interactions were enhancing and statistically significant but effect sizes were very small. There were differences among countries with respect to the relative importance of control and value appraisals on enjoyment. The results showed that structural relationships can be considered equivalent across 57 countries and both genders.