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Predmet su ovoga istraživanja bile emocije postignuća učenika srednjih škola na nastavi prirodoslovno-matematičkih predmeta. U svrhu njihova ispitivanja, u istraživanju je sudjelovalo 1476 učenika prvih i drugih razreda srednjih škola diljem Republike Hrvatske, pri čemu je riječ o školama koje su u sklopu CARNET-ova pilot-projekta e-Škole imale određeni stupanj integracije informacijsko-komunikacijske tehnologije u nastavu. Pri objašnjenju doživljavanja emocija dosade, uživanja, anksioznosti i ponosa, kod učenika su ispitane ciljne orijentacije, IKT aktivnosti povezane sa školom i školskim zadacima te percepcije važnosti, zanimljivosti i kompetentnosti u navedenim predmetima. Konstrukti od interesa zajedno su objasnili ukupno 23% varijance emocije dosade, 37% varijance emocije uživanja, 15% varijance emocije anksioznosti i 29% varijance emocije ponosa. Medijacijska je analiza pokazala da su percepcije vlastite kompetentnosti u prirodoslovno-matematičkim predmetima značajan medijator u odnosu IKT aktivnosti i svih navedenih emocija postignuća, dok je percepcija zanimljivosti tih predmeta značajan medijator u odnosu IKT aktivnosti i dosade i uživanja, a percepcija njihove važnosti samo u odnosu IKT aktivnosti i dosade. Navedeni su rezultati integrirani s Pekrunovom teorijom kontrole i vrijednosti emocija postignuća te kognitivno-afektivnim modelom e-učenja., The subject of this research were achievement emotions of high school students in science and mathematics class. For the purpose of the study, 1476 first and second high school graders throughout the Republic of Croatia participated in the research which included schools that had a certain degree of ICT integration in class as part of CARNET's e-Schools pilot project. In explaining students' experience of boredom, enjoyment, anxiety and pride, their goal orientations, use of ICT for school purposes and perceived importance, interest and competence in the aforementioned subjects, were examined. These constructs altogether explained 23% variance of boredom, 37% variance of enjoyment, 15% variance of anxiety and 29% variance of pride. Mediation analysis showed that the perception of one's own competence in scientific subjects and mathematics is a significant mediator in the relationship betweed ICT activities and all achievement emotions; while the perception of interest in these subjects is a significant mediator in the relationship between ICT activities and boredom and enjoyment; and percieved importance only in the relationship between ICT activities and boredom. The results were integrated with Pekrun's Control-value theory of achievement emotions and the Cognitive-affective model of e-learning.

Biased feedbacks of control and value were used to influence the emotional appraisal during a collaborative problem-solving game. We investigated how these feedbacks modulate the intensity of experienced emotions as well as the relations between emotions, perceived collaboration and group performance. Different correlational patterns between emotions, socio-cognitive processes and performance occurred depending on the perceived control and value., Des feedbacks biaisés de contrôle et de valeur ont été utilisés pour influencer l’évaluation émotionnelle pendant un jeu collaboratif de résolution de problème. Nous avons étudié comment ces feedbacks ont modulé l’intensité des émotions ressenties ainsi que les relations entre les émotions, la collaboration perçue et la performance du groupe. Les résultats montrent des patterns de corrélations entre émotions, processus socio-cognitifs et performance différents en fonction des perceptions de contrôle et de valeur., Avry Sunny, Chanel Guillaume, Bétrancourt Mireille, Pun Thierry, Molinari Gaëlle. Effet des antécédents émotionnels de contrôle et de valeur sur la résolution de problème dans un jeu vidéo collaboratif. In: Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation, volume 25 n°1, 2018. Numéro spécial : Sélection de la conférence EIAH 2017. pp. 195-220.