A mixed methods study on achievement emotions, expectancy-value appraisals and academic delay of gratification in the technology-rich learning environment

Date of Publication


Document Type


Degree Name

Doctor of Philosophy in Psychology major in Human Development


College of Liberal Arts



Thesis Adviser

Ouano, Jerome A., Ph.D.

Defense Panel Chair

Orosa, Ma. Alicia B.

Defense Panel Member

Salanga, Ma. Guadalupe, Ph.D.
Villavicencio, Felicidad, Ph.D.
Garcia, John Addy S., Ph.D.
Macayan, Jonathan V., Ph.D.


In order to be successful learners in the technology-rich learning environment of social studies classes in international high schools it is important for students to focus their effort and attention on their academic tasks. A three-phase, sequential, explanatory, mixed-methods design was used to investigate students’ expectancy-value appraisals and achievement emotions in relation to their decisions to engage in academic tasks and delay gratification. In the theoretical context of the expectancy-value theory, phase 1 employed a quantitative, cross-sectional, exploratory nonexperimental design to investigate the predictive relations between the expectancy appraisals of academic control and self-efficacy, the value appraisals of interest value, attainment value, utility value and cost value and academic delay of gratification (ADOG) (N=498). Phase 1 confirmed the multidimensionality of expectancy-value appraisals and found that academic control and interest value positively predicted ADOG (p<0.05). Phase 2 employed a quantitative, crosssectional, explanatory non-experimental design to investigate the moderating effects of the achievement emotions on predictive relations between expectancy-value appraisals and ADOG (N=1559). Phase 2 found that anxiety buffered predictive relations between academic control, interest value, cost value and ADOG. Phase 3 employed a multiple-case study design enabling an in-depth understanding of students’ experiences in relation to their expectancies, values, emotions and ADOG (N=12). Phase 3 confirmed the findings of the quantitative strand and revealed the context and task specific nature of appraisals, emotions and ADOG. The results of the quantitative and qualitative strands were integrated in the general discussion section of the study in terms of implications for the important role of appraisals, emotions and ADOG in the technology-rich learning environment of social studies classes in international schools.

Abstract Format




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Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

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