KHẢO CỨU TRẦN THUẬT CẢM XÚC THÀNH TÍCH HỌC TẬP VÀ SỰ THAM KẾT CỦA NGƯỜI HỌC TRONG LỚP HỌC TIẾNG ANH DỰA TRÊN LÝ THUYẾT KIỂM SOÁT - GIÁ TRỊ
Nội dung chính của bài viết
Tóm tắt
Dựa trên Lý thuyết kiểm soát - giá trị (CVT) (Pekrun, 2006), bài nghiên cứu tổng quan này tổng hợp các nghiên cứu hiện có về mối quan hệ giữa cảm xúc thành tích học tập và sự tích cực của người học trong lớp học ngoại ngữ tiếng Anh. Bài viết này tổng hợp các nghiên cứu từ năm 2022 khi Lý thuyết kiểm soát - giá trị được giới thiệu cho đến nay. Các cảm xúc như: hứng thú, chán nản và lo âu có ảnh hưởng đến sự gắn kết của người học về mặt hành vi, nhận thức và xã hội thông qua các cơ chế nhận thức và tự điều chỉnh. Tuy nhiên, các kết quả trong nghiên cứu vẫn còn chưa nhất quán trong các bối cảnh khác nhau, cho thấy rằng sự khác biệt này có thể được lý giải bởi giá trị (valence) và mức độ kích hoạt (activation) của cảm xúc. Một điểm quan trọng của bài tổng quan là xem xét mối quan hệ tương tác qua lại giữa cảm xúc thành tích học tập và sự tích cực của người học, cho thấy cảm xúc ảnh hưởng đến sự tích cực, và sự tích cực cũng tác động lại lên cảm xúc. Bài viết cũng nhấn mạnh sự quan trọng của việc áp dụng các phương pháp nghiên cứu hỗn hợp và đặc biệt gắn với bối cảnh giúp ghi nhận hiệu quả hơn quá trình diễn biến của cảm xúc thành tích của người học vốn vừa khác biệt vì gắn với mỗi cá nhân nhưng cũng vừa có tính khái quát chung. Bài báo hy vọng việc tối ưu hóa cảm xúc thành tích của sinh viên sẽ được chú tâm hơn và thúc đẩy sự tham gia tích cực của người học trong lớp học ngoại ngữ tiếng Anh.
Từ khóa
cảm xúc thành tích học tập, lý thuyết kiểm soát giá trị, sự tích cực, lớp học ngoại ngữ tiếng Anh
Chi tiết bài viết
Tài liệu tham khảo
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Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. https://psycnet.apa.org/record/1997-08589-000
Bless, H., Clore, G. L., Schwarz, N., Golisano, V., Rabe, C., & Wölk, M. (1996). Mood and the use of scripts: Does a happy mood really lead to mindlessness? Journal of Personality and Social Psychology, 71(4), 665–679. https://doi.org/10.1037/0022-3514.71.4.665
Carver, C. S., & Harmon-Jones, E. (2009). Anger is an approach-related affect: Evidence and implications. Psychological Bulletin, 135(2), 183–204. https://doi.org/10.1037/a0013965
Clore, G. L., & Huntsinger, J. R. (2007). How emotions inform judgment and regulate thought. Trends in Cognitive Sciences, 11(9), 393–399. https://doi.org/10.1016/j.tics.2007.08.005
Daniels, L. M., Stupnisky, R. H., Pekrun, R., Haynes, T. L., Perry, R. P., & Newall, N. E. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101(4), 948–963. https://doi.org/10.1037/a0016096
Dao, P., & Sato, M. (2021). Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours. Language Teaching Research, 25(6), 972–994. https://doi.org/10.1177/13621688211044238
Dewaele, J.-M., & Li, C. (2021). Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes. Language Teaching Research, 25(6), 922–945. https://doi.org/10.1177/13621688211014538
Ding, Y., & Zhao, T. (2020). Emotions, engagement, and self-perceived achievement in a small private online course. Journal of Computer Assisted Learning, 36(4), 449–457. https://doi.org/10.1111/jcal.12410
Do, S. L., & Schallert, D. L. (2004). Emotions and classroom talk: Toward a model of the role of affect in students’ experiences of classroom discussions. Journal of Educational Psychology, 96(4), 619–634. https://doi.org/10.1037/0022-0663.96.4.619
Eysenck, M. W. (2014). Anxiety and cognition. Psychology Press. https://doi.org/10.4324/9781315804606
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117–142. https://ed.buffalo.edu/content/dam/ed/main/docs/newsletter/Fall09-Jeremy-Finn-Withdrawing.pdf
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218
Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT Journal, 55(4), 347–353. https://doi.org/10.1093/elt/55.4.347
Heckhausen, H. (1991). Motivation and action. Springer-Verlag. https://doi.org/10.1007/978-3-642-75961-1
Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
Li, C., & Dewaele, J.-M. (2020). The predictive effects of trait emotional intelligence and online learning achievement perceptions on foreign language class boredom among Chinese university students. Foreign Languages and Their Teaching, 5, 33–44. https://doi.org/10.13458/j.cnki.flatt.004711
Linnenbrink, E. A. (2007). The role of affect in student learning: A Multi-Dimensional Approach to Considering the Interaction of Affect, Motivation, and Engagement. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 107–124). https://doi.org/10.1016/B978-012372545-5/50008-3
Linnenbrink, E. A., & Pintrich, P. R. (2002a). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37(2), 69–78. https://doi.org/10.1207/S15326985EP3702_2
Linnenbrink, E. A., & Pintrich, P. R. (2002b). The role of motivational beliefs in conceptual change. In M. Limón & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 115–135). Kluwer Academic Publishers. https://doi.org/10.1007/0-306-47637-1_6
Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1–3. https://doi.org/10.1016/j.cedpsych.2010.11.004
Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. K. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36(1), 13–24. https://doi.org/10.1016/j.cedpsych.2010.09.001
Loewenstein, G., & Lerner, J. S. (2003). The role of affect in decision making. In R. J. Davidson, K. R. Scherer, & H. H. Goldsmith (Eds.), Handbook of affective sciences (pp. 619–642). Oxford University Press. https://www.andrew.cmu.edu/user/gl20/GeorgeLoewenstein/Papers_files/pdf/RoleofEffectEmotion.pdf
Jin, Y. (2024). Motivating students to actively engage in EFL classrooms: Exploring the role of L2 grit and foreign language enjoyment. Learning and Motivation, 85, 101960. https://doi.org/10.1016/j.lmot.2024.101960
Martin, D. P., & Rimm-Kaufman, S. E. (2015). Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math? Journal of School Psychology, 53(5), 359–373. https://doi.org/10.1016/j.jsp.2015.07.001
Meinhardt, J., & Pekrun, R. (2003). Attentional resource allocation to emotional events: An ERP study. Cognition and Emotion, 17(3), 477–500. https://doi.org/10.1080/02699930244000039
Nguyen, N., & Hoang, T. (2025). Vietnamese English-as-a-foreign-language learners’ emotions in online learning environments: Preliminary findings. The Journal of AsiaTEFL, 22(2), 477–485. https://doi.org/10.18823/asiatefl.2025.22.2.21.477
Nguyen, T. A. H. (2023). Positive emotions in English language learning in the Vietnamese tertiary contexts [Doctoral dissertation, Massey University]. Massey Research Online. http://hdl.handle.net/10179/19665
Nguyen, V. T., & Tran, T. T. H. (2024). The impacts of positive emotions on English language learning at Thanh Dong University. VNU Journal of Foreign Studies, 40(6), 132–151. https://doi.org/10.63023/2525-2445/jfs.ulis.5241
Nummenmaa, M., & Nummenmaa, L. (2008). University students’ emotions, interest and activities in a web-based learning environment. British Journal of Educational Psychology, 78(1), 163–178. https://doi.org/10.1348/000709907X203733
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. https://doi.org/10.1007/s10648-006-9029-9
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 13–36). Academic Press. https://doi.org/10.1016/B978-012372545-5/50003-4
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531–549. https://doi.org/10.1037/a0019243
Pekrun, R., Goetz, T., Frenzel, A. C., & Barchfeld, P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48. https://doi.org/10.1016/j.cedpsych.2010.10.002
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002a). Positive emotions in education. In E. Frydenberg (Ed.), Beyond coping: Meeting Goals, Visions, and Challenges (pp. 149–174). Oxford University Press. https://doi.org/10.1093/med:psych/9780198508144.003.0008
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002b). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/s15326985ep3702_4
Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., Hochstadt, M., & Molfenter, S. (2004). Beyond test anxiety: Development and validation of the Test Emotions Questionnaire (TEQ). Anxiety, Stress & Coping, 17(3), 287–316. https://doi.org/10.1080/10615800412331303847
Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 259–282). Springer. https://doi.org/10.1007/978-1-4614-2018-7_12
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