Table 2.
Overview of the contributions in the special issue
| Contribution | Theories | Constructs | Assessment | Participants |
|---|---|---|---|---|
| Contributions anchored in Pekrun’s CVT | ||||
| Bieleke, Goetz, Yanagida, Botes, Frenzel, Pekrun | CVT (Pekrun, 2006) | Enjoyment, pride, anger, anxiety, shame, hopelessness, and boredom, motivation, strategies, performance | Self-reports, grades, test scores | Secondary school students, Germany |
| Putwain, Wood | CVT (Pekrun, 2006) | Anxiety, control and value appraisals, performance | Self-reports, test scores | Grade 5 students, UK |
| Schubert, Pekrun, Ufer | CVT (Pekrun, 2006) | Control and value appraisals, epistemic emotions, attention, motivation, performance | Self-reports, experimental task performance | Undergraduate university students, Germany |
| Contributions anchored in Eccles’ EVT | ||||
| Beswick, Watt, Granziera, Geiger, Fraser | EVT (Eccles & Wigfield, 2020) | Expectancies, values, costs, achievement goals, student-perceived classroom and teacher factors, school well-being, and mathematical engagement | Self-reports | Male primary and low-secondary school students, Australia |
| Böswald, Schukajlow |
EVT (Eccles & Wigfield, 2020) Theory of self-efficacy (Bandura, 2003) |
Value, self-efficacy | Self-reports | Preservice teachers, Germany |
| Gaspard, Parrisius, Nagengast, Trautwein | EVT (Eccles & Wigfield, 2020) | Value, relevance support | Self-reports, grades, test scores | Ninth-grade students, Germany |
| Jenifer, Levine, Beilock | EVT (Barron & Hulleman, 2015) | Anxiety, expectations, cost | Self-reports, grades | Undergraduate university students, USA |
| Contributions anchored in self-determination theory, interest theory, or well-being theory | ||||
| Renninger, Gantt, Lipman | Model of interest development (Hidi & Renninger, 2006) | Interest, achievement | Self-reports, test scores | Undergraduate university students, USA |
| Seah | Theory of well-being as value fulfilment (Tiberius, 2018) | Values | Self-reports | Grade 3 students, China |
| Zhang, Yang, Kaiser | Self-determination theory (Ryan & Deci, 2020) | Cognitive engagement, intrinsic and extrinsic motivation, achievement | Self-reports, grades | Secondary school students, China |
| Contributions anchored in multiple theories | ||||
| Hettinger, Lazarides, Schiefele |
Theory of self-efficacy (Bandura, 2003) Self-determination theory (Ryan & Deci, 2020) |
Self-efficacy, emotional support, interest | Self-reports, test scores | Teachers and ninth-grade students, Germany |
| Middleton, Wiezel, Jansen, Smith |
CVT (Pekrun, 2006) EVT (Eccles & Wigfield, 2020) |
Self-efficacy, self-regulation, interest, emotions, academic and social support | Self-reports, videos | Secondary school students, US |
| Panero, Castelli, Di Martino, Sbaragli |
CVT (Pekrun, 2006) Theory of self-efficacy (Bandura, 2003) |
Attitude components (emotions, self-efficacy) | Self-reports | Preservice teachers, Switzerland |
| Rach | EVT (Eccles & Wigfield, 2020) Self-determination theory (Ryan & Deci, 2020) | Values, competency, autonomy, effort | Self-reports, grades | Undergraduate university students, Germany |
| Skilling, Stylianides |
Cognitive engagement framework (Skilling & Stylianides, 2022) Self-determination theory (Ryan & Deci, 2020) |
Engagement | Coding of responses based on items to video-vignettes | Teachers, UK |