Domain Specificity of Achievement Emotions

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2012
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Collier, Antonie Paula Magdalena
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Domänenspezifität von Leistungsemotionen
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Zusammenfassung

The need of acquiring good learning skills has broadened in recent years well beyond its mere relevance to students or trainees. In fact in an ever-changing professional context, lifelong learning has become increasingly important. Similarly, for the acquisition of knowledge and the development of motivation, learning and achievement emotions are central. Indeed emotions have not only an impact on the learning process, but also on the psychosomatic health of learners and their personal development. This is to say that emotional experience has a meaning to the choice of study or professional career, and to lifelong learning.

It has been known for sometimes now that, having rather a domain-specific organization, emotional experience tend to have no cross-domain connections, at least in the school instruction context. However explanations on why emotions are such organized are rare. In consequence, with the broader aim of finding causes for the domain-specific experience of emotions, this dissertation will first try to find out which characteristics, or which categories of characteristics, better distinguish domains, or school subjects, from one another (Study I). These categories will be used to describe perceived differences and resemblances between school subjects that will subsequently be related to similarities and dissimilarities of students´ emotional experience in them (Study II).

It is to be noted additionally that studies on domain specificity of achievement emotions are mostly based on questionnaire measurements, which generate data on memory-based emotions depicting habitually experienced emotions. However it is probable that emotions are strongly dependent on the situational conditions. Therefore another aim of this work is, additionally to examining domain specificity of achievement emotions with the help of two different assessment methods, to compare these two methods. Hence, two separate methods of assessment were used on samples of students to gauge their emotional experience. Study II used a memory-based questionnaire to this purpose and assessed habitual emotional experience, as opposed to the real-time experienced emo-tions in classrooms that were assessed using an experience sampling method in Study III.

As a result, this dissertation presents three studies that approach the subject in hand us-ing different angles, different assessment methods.

A first interview study (Study I) direct toward students enquired about the characteristics that they felt best described different school subjects, and built categories out of the obtained characteristics. Therefore 40 students, exactly half of whom were female, were probed, on which properties they felt most closely match their portrayal of specific school subjects. Out of their answers, 13 categories were developed with the help of inductive categorization, to which all obtained characteristics could be assigned.

The second study, a questionnaire study, developed scales for these categories with which one could capture the degree to which a specific category characterizes a specific school subject. These scales were assessed, together with emotions, with the help of a questionnaire to which 1709 students, 49.2% of whom were female, from Grade 8 and Grade 11 answered. This second study confirmed the assumed domain specificity of achievement emotions, as well as existence of even stronger domain specificity for the sub-sample composed of older students compared to the younger students. Moreover it has been shown that subjects intuitively perceived as being more similar were, on the one hand characterized more similarly, and on the other hand experienced emotionally more similarly, at least in students´ perception.

In the last study, 121 students, 50.4% of whom were female, all 8th and 11th graders were surveyed by means of the experience sampling method. As in the questionnaire study, the domain specificity of achievement emotions and the assumed age related differences have been confirmed by the experience sampling study. However it was not observed in this study that perceived similarities in school subjects translated into perceived similarities in their emotional experience. This in turn implied that there is a difference between the perceived emotions as measured by memory-based studies, and the emotional experience assessed in real-time during lessons as done by the experience sampling method. Memory-based enquiries are much more dependent on the students’ image of the school subjects, whereas enquiries on emotions made during lessons are less influenced by personal opinions on the school subject, and more dependent on the current situational context.
Additionally the following results are noteworthy:

The built categorization system seems to be an adequate instrument to describe perceived differences and similarities of school subjects. Since, also these differences and similarities in characterizations seem to relate to the observed differences and similarities in their perceived emotional experience, as measured by the questionnaire study. Moreover, the domain-specific organization of achievement emotions was confirmed, as well as the fact that these emotions get even more differentiated with age. These results were observed for both the questionnaire method and the experience sampling method. The combination of the several assessment methods can, and should, be seen as a particular strength of this work, in addition to the very innovative character of the interview study. The results of the investigation enable a better understanding of why emotions are perceived domain-specific, and suggest that a particular attention must be given to the image building of school subjects. And that since it seems that the perception students have of a subject has a particular influence on how they experience it emotionally. Finally, implications that arise from these results concerning whether their implementation in prac-tice or for further research will be discussed in this dissertation.

Zusammenfassung in einer weiteren Sprache

Lernen ist nicht nur für Schüler, Auszubildende oder Studenten von Bedeutung, es wird auch im beruflichen Kontext immer wichtiger, lebenslang Wissen zu erwerben. Dabei sind Lern- und Leistungsemotionen grundlegend für die Motivationsbildung und maßgeblich für den Wissenserwerb. Sie haben nicht nur eine bedeutende Wirkung auf Lernprozesse, sondern auch Einfluss auf die psychosomatische Gesundheit von Lernern und ihre persönliche Entwicklung. Das emotionale Erleben ist zudem auch für die Wahl des Studienganges beziehungsweise die berufliche Karriere sowie für das lebenslange Lernen von Bedeutung.

Für den schulischen Unterricht ist seit einiger Zeit bekannt, dass emotionales Erleben nicht fächerübergreifend ist, sondern domänenspezifisch empfunden wird und somit domänenspezifisch erfasst werden muss. Allerdings sind Erklärungen, warum Leistungsemotionen domänenspezifisch organisiert sind, rar. Mit dem übergeordneten Ziel, mögliche Gründe für das domänenspezifische Erleben von Leistungsemotionen zu finden, wird in einem ersten Schritt versucht, Schulfächer zu charakterisieren beziehungsweise Kategorien zu finden, in welche diese Eigenschaften eingeteilt werden können (Studie I). Diese Kategorien sollen dazu dienen, Gemeinsamkeiten und Unterschiede von verschiedenen Schulfächern aufzudecken und diese in Verbindung mit den Ähnlichkeiten beziehungsweise Unähnlichkeiten der Schulfächer bezüglich ihres emotionalen Empfindens zu setzen (Studie II). Des Weiteren basieren Studien über die Domänenspezifität von Emotionen meist auf Fragebogenerhebungen, welche Antworten generieren, die auf Erinnerungen basiere, also die für gewöhnlich empfundenen Emotionen erfragen. Jedoch ist anzunehmen, dass Emotionen stark moment- und situationsabhängig sind. Deshalb ist ein weiteres Hauptziel dieser Dissertation, Domänenspezifität von Leistungsemotionen mit Hilfe von zwei verschiedenen Erhebungsmethoden zu untersuchen und diese schließlich zu vergleichen. Zum einen wurde eine erinnerungsbasierte Fragebogenmethode (Studie II) durchgeführt, zum anderen eine Experience-Sampling-Erhebung (Studie III), welche zeitnah emotionale Empfindungen direkt während des Unterrichts erfasst. In dieser Dissertation werden somit drei Studien vorgestellt, die sich auf unterschiedliche Weise und mit unterschiedlichen Erhebungsmethoden dem zu behandelnden Thema nähern.

Durch eine Interview-Studie (Studie I) wurden Eigenschaften erfragt, mit denen Schüler verschiedene Schulfächer beschreiben und für diese Charakteristika wurden 13 Kategorien gebildet. Es wurden 40 Schüler und Schülerinnen (50% weiblich) gefragt, welche Eigenschaften das jeweilige Fach speziell für sie kennzeichnen. Aus den Antworten wurden mittels induktiver Kategorienfindung 13 Kategorien gebildet, denen alle Beschreibungen zugeordnet werden konnten.

In der zweiten Studie, der Fragebogenstudie, wurden zu den in Studie I gebildeten Kategorien Skalen entwickelt, welche die Ausprägung der jeweiligen Eigenschaften erfassen. Diese Skalen wurden zusammen mit Emotionen im schulischen Kontext erhoben, zu diesem Zweck wurde der Fragebogen von 1709 Schülern und Schülerinnen aus der 8. und 11. Jahrgangstufe, von denen 49,2% weiblich waren, beantwortet. Die zweite Studie bestätigt die vermutete domänenspezifische Organisation von Leistungsemotionen sowie die sogar noch etwas stärkere Domänenspezifität der Emotionen in der Stichprobe der älteren Schüler im Vergleich zu den jüngeren Schülern. Des Weiteren konnte gezeigt werden, dass Fächer, welchen intuitiv eine größere Ähnlichkeit zugeschrieben wird, einerseits ähnlicher charakterisiert, und andererseits auch emotional ähnlicher erlebt werden.

In der letzten Studie wurden mit der Experience-Sampling-Methode 121 Schüler (50,4% weiblich), wiederum aus der 8. sowie 11. Klasse, untersucht. Die Domänenspezifität von Leistungsemotionen sowie die vermuteten altersbezogenen Unterschiede konnten, wie schon in der Fragebogenstudie, auch in der Experience-Sampling-Erhebung bestätigt werden. Allerdings konnte in dieser Studie nicht beobachtet werden, dass ähnliche Fächer auch ähnlich emotional wahrgenommen werden. Das heißt, es besteht ein Unterschied darin, ob Emotionen erinnerungsbasiert eingeschätzt werden oder ob das emotionale Erleben direkt in der Unterrichtsituation erfasst wird. Auf Erinnerungen basierte Urteile sind sehr viel abhängiger davon, welche Meinung Schüler von den speziellen Schulfächern haben, wohingegen die in der Unterrichtssituation erfassten Emotionen weniger von dem Bild über das Fach beeinflusst werden, sondern stärker von der tatsächlichen Situation abhängen.
Zudem können folgende weitere Schlussfolgerungen aus den Ergebnissen gezogen werden: Das gebildete Kategorien-System der Charakteristika scheint ein geeignetes Instrument zu sein, um empfundene Unterschiede und Gemeinsamkeiten von Schulfächern zu beschreiben. Diese Eigenschaften stehen auch in Verbindung mit den in der Fragebogenstudie gemessenen Emotionen der Schüler in den verschiedenen Schulfächern. Darüber hinaus wurden die domänenspezifische Organisation von Leistungsemotionen und deren noch stärkere Ausdifferenzierung mit dem Alter bestätigt. Zu diesen Ergebnissen kamen sowohl die Fragebogen-Studie als auch die Experience-Sampling-Studie. Die Kombination der verschiedenen Erhebungsmethoden kann als eine der besonderen Stärken der Arbeit gesehen werden, ebenso wie der innovative Ansatz der Interview-Studie. Die Ergebnisse der Studie, ermöglicht es besser zu verstehen, warum Emotionen domänenspezifisch erlebt werden, und legen nahe, der Bedeutung von Einstellungen zu Unterrichtsfächern besondere Beachtung zu schenken. Denn es scheint, als wirke das Bild, das Schüler von einem Schulfach haben, entscheidend auf die in diesem Fach erlebten Emotionen ein. Abschließend werden in vorliegenden Dissertation Möglichkeiten für weitere Forschungs-ansätze sowie die sich ergebenden Implikationen für die praktische Umsetzung in der Schule diskutiert.

Fachgebiet (DDC)
370 Erziehung, Schul- und Bildungswesen
Schlagwörter
Experience-Sampling-Studie, Domänenspezifität
Konferenz
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Zitieren
ISO 690COLLIER, Antonie Paula Magdalena, 2012. Domain Specificity of Achievement Emotions [Dissertation]. Konstanz: University of Konstanz
BibTex
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  year={2012},
  title={Domain Specificity of Achievement Emotions},
  author={Collier, Antonie Paula Magdalena},
  address={Konstanz},
  school={Universität Konstanz}
}
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    <dcterms:abstract xml:lang="eng">The need of acquiring good learning skills has broadened in recent years well beyond its mere relevance to students or trainees. In fact in an ever-changing professional context, lifelong learning has become increasingly important. Similarly, for the acquisition of knowledge and the development of motivation, learning and achievement emotions are central. Indeed emotions have not only an impact on the learning process, but also on the psychosomatic health of learners and their personal development. This is to say that emotional experience has a meaning to the choice of study or professional career, and to lifelong learning.&lt;br /&gt;&lt;br /&gt;It has been known for sometimes now that, having rather a domain-specific organization, emotional experience tend to have no cross-domain connections, at least in the school instruction context. However explanations on why emotions are such organized are rare. In consequence, with the broader aim of finding causes for the domain-specific experience of emotions, this dissertation will first try to find out which characteristics, or which categories of characteristics, better distinguish domains, or school subjects, from one another (Study I). These categories will be used to describe perceived differences and resemblances between school subjects that will subsequently be related to similarities and dissimilarities of students´ emotional experience in them (Study II).&lt;br /&gt;&lt;br /&gt;It is to be noted additionally that studies on domain specificity of achievement emotions are mostly based on questionnaire measurements, which generate data on memory-based emotions depicting habitually experienced emotions. However it is probable that emotions are strongly dependent on the situational conditions. Therefore another aim of this work is, additionally to examining domain specificity of achievement emotions with the help of two different assessment methods, to compare these two methods. Hence, two separate methods of assessment were used on samples of students to gauge their emotional experience. Study II used a memory-based questionnaire to this purpose and assessed habitual emotional experience, as opposed to the real-time experienced emo-tions in classrooms that were assessed using an experience sampling method in Study III.&lt;br /&gt;&lt;br /&gt;As a result, this dissertation presents three studies that approach the subject in hand us-ing different angles, different assessment methods.&lt;br /&gt;&lt;br /&gt;A first interview study (Study I) direct toward students enquired about the characteristics that they felt best described different school subjects, and built categories out of the obtained characteristics. Therefore 40 students, exactly half of whom were female, were probed, on which properties they felt most closely match their portrayal of specific school subjects. Out of their answers, 13 categories were developed with the help of inductive categorization, to which all obtained characteristics could be assigned.&lt;br /&gt;&lt;br /&gt;The second study, a questionnaire study, developed scales for these categories with which one could capture the degree to which a specific category characterizes a specific school subject. These scales were assessed, together with emotions, with the help of a questionnaire to which 1709 students, 49.2% of whom were female, from Grade 8 and Grade 11 answered. This second study confirmed the assumed domain specificity of achievement emotions, as well as existence of even stronger domain specificity for the sub-sample composed of older students compared to the younger students. Moreover it has been shown that subjects intuitively perceived as being more similar were, on the one hand characterized more similarly, and on the other hand experienced emotionally more similarly, at least in students´ perception.&lt;br /&gt;&lt;br /&gt;In the last study, 121 students, 50.4% of whom were female, all 8th and 11th graders were surveyed by means of the experience sampling method. As in the questionnaire study, the domain specificity of achievement emotions and the assumed age related differences have been confirmed by the experience sampling study. However it was not observed in this study that perceived similarities in school subjects translated into perceived similarities in their emotional experience. This in turn implied that there is a difference between the perceived emotions as measured by memory-based studies, and the emotional experience assessed in real-time during lessons as done by the experience sampling method. Memory-based enquiries are much more dependent on the students’ image of the school subjects, whereas enquiries on emotions made during lessons are less influenced by personal opinions on the school subject, and more dependent on the current situational context.&lt;br /&gt;Additionally the following results are noteworthy:&lt;br /&gt;&lt;br /&gt;The built categorization system seems to be an adequate instrument to describe perceived differences and similarities of school subjects. Since, also these differences and similarities in characterizations seem to relate to the observed differences and similarities in their perceived emotional experience, as measured by the questionnaire study. Moreover, the domain-specific organization of achievement emotions was confirmed, as well as the fact that these emotions get even more differentiated with age. These results were observed for both the questionnaire method and the experience sampling method. 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