Class-related emotions in secondary physical education: A control-value theory approach

Purpose: Grounded in control-value theory, a model of students' achievement emotions in physical education (PE) was investigated. Methods: A path analysis tested hypotheses that students' (N = 529) perceptions of teacher responsiveness, assertiveness, and clarity predict control and value beliefs which, in turn, predict enjoyment and boredom. Results: Teacher clarity predicted student control (β =.31; R²=.09) and value (β =.21; R²=.07) beliefs. Value and control beliefs positively predicted enjoyment (β =.71; β =.11; R² =.58) and negatively predicted boredom (β = -.61; β = -.13; R² =.47). Discussion: Findings provide meaningful information about the source of students' emotional experiences in PE. The importance of instructional clarity within the model highlights the need for teachers to use a variety of clarifying strategies during instruction. The strong links between value beliefs and emotions suggest teachers need to explicitly discuss the intrinsic and extrinsic worth of PE content.