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

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.