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<p>International assessments indicate that Chinese students tend to exhibit lower levels of positive learning emotions compared to their Western counterparts. While prior research frequently highlights the impact of culture on emotions, it often falls short in examining the specific mechanisms through which culture influences emotions. By focusing on the culture-related factor-relational concerns in emotions, this study investigated the link between relational concerns and academic emotions, as well as the mediation role of cognitive appraisals in that relation, using the control-value theory as a framework. The data was collected from 1900 students (50.9% male; <i>M</i><sub>age</sub> = 13.88, <i>SD</i><sub>age</sub> = 1.16) in 76 mathematics classrooms across 11 secondary schools in Jiangsu, China. Findings demonstrated that relational concerns were of relevance to academic emotions directly and indirectly. In detail, relational concerns had no direct effects on positive emotions but had indirect favourable effects on positive emotions through intrinsic value. Although control-value appraisals mediated in relational concerns and negative emotions, relational concerns showed a robust direct and negative effect on negative emotions. Findings are important to understand Chinese students’ emotions and thus improving their positive learning experiences.</p>

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Habitual emotions reflect the core cultural ideas: how relational concerns are related to academic emotions?

  • 期刊论文

  • 发表日期：

    2025年1月30日

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  • Xin Chen

摘要

International assessments indicate that Chinese students tend to exhibit lower levels of positive learning emotions compared to their Western counterparts. While prior research frequently highlights the impact of culture on emotions, it often falls short in examining the specific mechanisms through which culture influences emotions. By focusing on the culture-related factor-relational concerns in emotions, this study investigated the link between relational concerns and academic emotions, as well as the mediation role of cognitive appraisals in that relation, using the control-value theory as a framework. The data was collected from 1900 students (50.9% male; Mage = 13.88, SDage = 1.16) in 76 mathematics classrooms across 11 secondary schools in Jiangsu, China. Findings demonstrated that relational concerns were of relevance to academic emotions directly and indirectly. In detail, relational concerns had no direct effects on positive emotions but had indirect favourable effects on positive emotions through intrinsic value. Although control-value appraisals mediated in relational concerns and negative emotions, relational concerns showed a robust direct and negative effect on negative emotions. Findings are important to understand Chinese students’ emotions and thus improving their positive learning experiences.