Semester

Summer

Date of Graduation

2023

Document Type

Dissertation

Degree Type

PhD

College

Eberly College of Arts and Sciences

Department

Communication Studies

Committee Chair

Alan K. Goodboy

Committee Member

Megan R. Dillow

Committee Member

Matthew M. Martin

Committee Member

Chris. R. Sawyer

Abstract

This dissertation tested the control-value theory of achievement emotions (CVTAE) in an instructional communication context. Based on the assumptions of CVTAE, the researcher predicted that when instructors were clearer, students would feel more confident in their abilities to perform well in their class and, in turn, experience positive achievement emotions (i.e., enjoyment and hope), ultimately becoming be more intrinsically motivated to learn. If instructors were less clear, however, students would experience decreased motivation to learn through negative appraisals of performance efficacy and negative achievement emotions (i.e., boredom, anxiety, and hopelessness). Additionally, the researcher hypothesized that when instructors made the course content relevant to students’ interests, they would experience increased motivation through positive appraisals of task value and, in turn, positive emotions. However, when instructors were not relevant, they would experience declines in motivation to learn through negative appraisals of task value and negative emotions. Finally, based on the assumption that students' differences in achievement goals should impact appraisals of control and value, the researcher hypothesized that mastery orientation would moderate these processes proposed in CVTAE. Additionally, one research question was advanced to test the moderating effects of content relevance on the serial processes proposed in the control value theory. A survey was given to undergraduate students to test these hypotheses and research questions. Participants in the project were 299 undergraduate students who answered questions about their instructor’s clarity, content relevance, control appraisals (operationalized by performance efficacy), value appraisals (operationalized by task value), student achievement emotions (i.e., enjoyment, hope, boredom, anxiety, and hopelessness), mastery orientation, and intrinsic motivation to learn. The hypotheses and research questions were tested using ordinary least squares path analysis. The serial multiple mediation analyses revealed that when instructors are clear and make content relevant, students are more motivated to learn because of positive appraisals of performance efficacy and task value, promoting enjoyment and hope. Additionally, instructor clarity and relevance predicted motivation through positive appraisals of control and value and reduced boredom. The results also revealed that instructor clarity and content relevance indirectly predicted motivation through enjoyment, hope, and boredom, regardless of control and value appraisals. Anxiety and hopelessness, however, did not serve as mediators. Additionally, mastery orientation and content relevance did not moderate the processes proposed in CVTAE. Finally, the study’s findings, practical implications, limitations, and directions for future research are discussed.

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