Students' Emotions during homework : structures, self-concept antecedents, and achievement outcomes

Götz, Thomas; Martiny, Sarah E.; Nett, Ulrike; Hall, Nathan C.; Pekrun, Reinhard; Dettmers, Swantje; Trautwein, Ulrich

Students' Emotions during homework : structures, self-concept antecedents, and achievement outcomes

Dateien

goetz_183992.pdfGröße: 894 KBDownloads: 2352

Datum

2012

Autor:innen

Hall, Nathan C.

Dettmers, Swantje

Trautwein, Ulrich

Open Access-Veröffentlichung

Open Access Green

Sammlungen

Empirische Bildungsforschung

Publikationstyp

Zeitschriftenartikel

Publikationsstatus

Published

Erschienen in

Learning and Individual Differences. 2012, 22(2), pp. 225-234. ISSN 1041-6080. Available under: doi: 10.1016/j.lindif.2011.04.006

Zusammenfassung

In the present study (N = 553; 8th and 11th grade students; 52% female) we investigated students' enjoyment, pride, anxiety, anger, and boredom while completing homework (homework emotions), and contrasted these emotions with those experienced during class (classroom emotions). Both homework emotions and classroom emotions were assessed separately for the domains of mathematics, physics, German, and English. Our hypotheses were based on propositions of the control-value theory of achievement emotions (Pekrun, 2006), Marsh and Ayotte's (2003) differential distinctiveness hypothesis, and previous empirical findings. In line with our assumptions, observed correlations between homework emotions and classroom emotions suggested that the emotions experienced in the two settings should be assessed separately. Within domains, both homework emotions and classroom emotions showed clear linkages with students' academic self-concept and achievement outcomes, with self-concept being slightly more strongly related to classroom emotions. Between-domain relations of emotions were significantly stronger for homework emotions as compared to classroom emotions, likely due to the relative situational homogeneity of homework settings across domains. Further, between-domain relations for emotions in both settings were weaker in 11th grade students, whereas within-domain relations did not differ as a function of age. Implications for research and educational practice are discussed.

Fachgebiet (DDC)

370 Erziehung, Schul- und Bildungswesen

Schlagwörter

Academic emotions, Enjoyment, Pride, Anxiety, Anger, Boredom, Academic self-concept, Academic achievement

Zitieren

ISO 690

GÖTZ, Thomas, Sarah E. MARTINY, Ulrike NETT, Nathan C. HALL, Reinhard PEKRUN, Swantje DETTMERS, Ulrich TRAUTWEIN, 2012. Students' Emotions during homework : structures, self-concept antecedents, and achievement outcomes. In: Learning and Individual Differences. 2012, 22(2), pp. 225-234. ISSN 1041-6080. Available under: doi: 10.1016/j.lindif.2011.04.006

BibTex

@article{Gotz2012Stude-18399,
  year={2012},
  doi={10.1016/j.lindif.2011.04.006},
  title={Students' Emotions during homework : structures, self-concept antecedents, and achievement outcomes},
  number={2},
  volume={22},
  issn={1041-6080},
  journal={Learning and Individual Differences},
  pages={225--234},
  author={Götz, Thomas and Martiny, Sarah E. and Nett, Ulrike and Hall, Nathan C. and Pekrun, Reinhard and Dettmers, Swantje and Trautwein, Ulrich}
}

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