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Journals / Erzincan Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Cilt: 27 Sayı: 1

A Control-Value Theory Lens on Middle School Students' Emotions in Project-Based Learning

Proje Tabanlı Öğrenmede Ortaokul Öğrencilerinin Duygularına Kontrol-Değer Teorisi Bakışı

Eylem Yıldız Feyzioğlu(Adnan Menderes Üniversitesi)0000-0002-7051-5232
Arzum Buse Çelebi(ADNAN MENDERES ÜNİVERSİTESİ)0009-0000-7711-5111
Pages
69–86
Publication Date
2025-03-31
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings indicated that seventh-grade students experienced more negative emotions than positive ones throughout the PBL process, with these negative feelings intensifying during complex tasks.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aimed to explore the emotions of seventh-grade students engaged in Project-Based Learning (PBL) and to investigate the underlying causes of these emotions using control-value theory.
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Key Findings & Data:Employing a descriptive case study design, the research involved three seventh-grade students from a middle school during the 2022-2023 academic year.
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Conclusion & Impact:Findings indicated that seventh-grade students experienced more negative emotions than positive ones throughout the PBL process, with these negative feelings intensifying during complex tasks.
🔬Design:Araştırma Makalesi
📍Scope:2022-2023 Verileri
⚙️Variables:Proje tabanlı öğrenme · kontrol-değer teorisi · duygu

Abstract

This study aimed to explore the emotions of seventh-grade students engaged in Project-Based Learning (PBL) and to investigate the underlying causes of these emotions using control-value theory. Employing a descriptive case study design, the research involved three seventh-grade students from a middle school during the 2022-2023 academic year. Data were collected through semi-structured interviews focused on students' emotions related to teamwork, individual differences, understanding team roles, participation, and motivation, alongside audio recordings of group discussions. Findings indicated that seventh-grade students experienced more negative emotions than positive ones throughout the PBL process, with these negative feelings intensifying during complex tasks. Notably, different students exhibited distinct emotional responses, highlighting individual variations in how they reacted to challenges during the planning, implementation, and communication phases. Despite the prevalence of negative emotions, students reported enjoyment from collaboration, recognition of their ideas, and a sense of control over their learning. Overall, while PBL presents challenges, it also fosters emotional engagement and satisfaction as students navigate these experiences together. The study recommends implementing emotional support mechanisms and personalized guidance to help students manage negative emotions, as well as providing training on effective feedback techniques to enhance communication and collaboration, ultimately improving their learning experience.

Özet

Bu çalışmanın amacı, Proje Tabanlı Öğrenme (PBL)’ye katılan yedinci sınıf öğrencilerinin duygularını keşfetmek ve kontrol-değer teorisini kullanarak bu duyguların altında yatan nedenleri incelemektir. Betimleyici bir vaka çalışması tasarımı kullanan araştırma, 2022-2023 eğitim öğretim yılında bir ortaokuldan üç yedinci sınıf öğrencisini kapsamıştır. Veriler, takım çalışması, bireysel farklılıklar, takım rollerini anlama, katılım ve motivasyonla ilgili öğrenci duygularına odaklanan yarı yapılandırılmış görüşmeler ve grup tartışmalarının ses kayıtları aracılığıyla toplanmıştır. Bulgular, yedinci sınıf öğrencilerinin PBL süreci boyunca olumlu duygulardan daha fazla olumsuz duygu yaşadığını ve bu olumsuz duyguların karmaşık görevler sırasında yoğunlaştığını göstermiştir. Özellikle, farklı öğrenciler farklı duygusal tepkiler sergilemiş ve planlama, uygulama ve iletişim aşamalarında zorluklara nasıl tepki verdiklerindeki bireysel farklılıkları vurgulamıştır. Olumsuz duyguların yaygınlığına rağmen, öğrenciler işbirliğinden keyif aldıklarını, fikirlerini tanıdıklarını ve öğrenmeleri üzerinde bir kontrol duygusuna sahip olduklarını bildirmişlerdir. Genel olarak, PBL zorluklar sunarken, öğrenciler bu deneyimleri birlikte yaşarken duygusal katılımı ve memnuniyeti de teşvik etmektedir. Çalışmada, öğrencilerin olumsuz duygularıyla başa çıkmalarına yardımcı olmak için duygusal destek mekanizmaları ve kişiselleştirilmiş rehberlik uygulanmasının yanı sıra, iletişim ve iş birliğini artırmak için etkili geri bildirim teknikleri konusunda eğitim verilmesi ve sonuç olarak öğrenme deneyimlerinin iyileştirilmesi önerilmektedir.

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Cite This Article

Feyzioğlu, E. Y., Çelebi, A. B. (2025). A Control-Value Theory Lens on Middle School Students' Emotions in Project-Based Learning. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 27 Sayı: 1, 69–86. https://doi.org/10.17556/erziefd.1554609

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