Our Place in the Universe

Published: 19 January 2023| Version 1 | DOI: 10.17632/dkvr4jvdbb.1
David Putwain


This project examined the relations between: (1) Three classroom-related mathematics emotions (enjoyment, boredom, and pride), (2) control-value appraisals, (3) academic buoyancy, and (4) classroom engagement, in the context of a thematic curriculum that combined geography, history, English literature, and science, together in a single lesson, by linking the discrete subjects to the local social, historical, and geopolitical context. Data were collected over a wave in the Autumn term, of 2021. Self-reported emotions, control-value appraisals, academic buoyancy, and engagement, were collectected in students regular lessons from a single secondary school. The sample comprised 170 Year 7 students (71 males, 91females; Mean age of 11.2years). All items were made specific to 'Our Place in the Universe' Academic Buoyancy was measured using the Academic Bouyancy Scale. Source: Martin, A.J. & Marsh, H.W. (2008) Academic buoyancy: towards an understanding of students’ everyday academic resilience, Journal of School Psychology, 46, 53–83. doi:10.1016/j.jsp.2007.01.002 Items are labelled BO1 to BO4 in the attached dataset. Behavioural Engagement was measured using the Behavioural Engagement subscale from the Engagement and Dissatisfaction with Learning Questionnare. Source: Source: Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493–525. doi.10.1177/001316440832323 Items are labelled at G1 to G5 in the attached dataset. Control-value appraisals were measured using the Expectancy-Value-Cost scale. Source: Kosovich, J. J., Hulleman C. S., E. Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the Expectancy-Value-Cost Scale in Middle School. Journal of Early Adolescence, 35(5-6), 709-816. doi.org/10.1177/027243161455689 Expectancy (control) items are labelled EX1 to EX3, (positive) value as V1 to V3, and cost (negative value) as C1 to C4, in the attached dataset. Enjoyment, boredom, and pride, were measured using the respective subscales from the Achievement Emotions Questionnaire: Validation for pre-adolescent students. Source: Peixoto, F., Mata, L., Monteiro, V., Sanches, C., & Pekrun, R. (2015). The Achievement Emotions Questionnaire: Validation for pre-adolescent students. European Journal of Developmental Psychology, 12, 472-481. doi.org/10.1080/17405629.2015.1040757 Enjoyment items are labelled E1 to E4, boredom B1 to B4, and pride P1 to P4, in the atttached dataset.



Liverpool John Moores University


Emotion, Resilience, School Engagement, Attitude and Beliefs