Abstract

Based on the control-value theory of achievement emotions, the study examines elementary school students’ science performance and control-value beliefs (self-concept, intrinsic and achievement value) as antecedents of their cognitive (worry) and affective (nervousness) science anxiety. Performance in the science topic “floating and sinking” was assessed and self-reported data on control-value beliefs and worry and nervousness about science were collected from 370 students at three time points during third grade. Results from structural equation modeling support the control-value theory and show that self-concept completely mediated the negative effect of prior science performance on both anxiety components. By contrast, value beliefs did not function as mediators and only achievement value positively predicted nervousness and worry, whereas no effect of intrinsic value was observed. Results are invariant across gender and indicate stereotypical mean differences in science anxiety components that were not due to differences in the predictor variables.

摘要

本研究基于成就情绪的控制价值理论，考察了小学生的科学表现和控制价值信念（自我概念、内在价值和成就价值）作为他们认知（担心）和情感（紧张）科学焦虑的前因。 . 评估了科学主题“漂浮和沉没”的表现，并在三年级的三个时间点从 370 名学生中收集了有关控制价值信念以及对科学的担忧和紧张的自我报告数据。结构方程模型的结果支持控制价值理论，并表明自我概念完全调节了先前科学表现对两种焦虑成分的负面影响。相比之下，价值信念并没有起到中介作用，只有成就价值才能积极预测紧张和担忧，而没有观察到内在价值的影响。结果在性别之间是不变的，并表明科学焦虑成分的刻板平均差异不是由于预测变量的差异造成的。