@article{Gotz2007Betwe-490,
  year={2007},
  doi={10.1037/0022-0663.99.4.715},
  title={Between- and within-domain relations of students' academic emotions},
  number={4},
  volume={99},
  journal={Journal of Educational Psychology},
  pages={715--733},
  author={Götz, Thomas and Frenzel, Anne C. and Pekrun, Reinhard and Hall, Nathan C. and Lüdtke, Oliver}
}

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    <dcterms:bibliographicCitation>First publ. in: Journal of Educational Psychology 99 (2007), 4, pp. 715-733</dcterms:bibliographicCitation>
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    <dc:contributor>Götz, Thomas</dc:contributor>
    <dc:creator>Frenzel, Anne C.</dc:creator>
    <dc:creator>Götz, Thomas</dc:creator>
    <dc:creator>Lüdtke, Oliver</dc:creator>
    <dc:creator>Pekrun, Reinhard</dc:creator>
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    <dc:contributor>Frenzel, Anne C.</dc:contributor>
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    <dc:contributor>Hall, Nathan C.</dc:contributor>
    <dcterms:title>Between- and within-domain relations of students' academic emotions</dcterms:title>
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    <dc:language>eng</dc:language>
    <dc:contributor>Pekrun, Reinhard</dc:contributor>
    <dc:contributor>Lüdtke, Oliver</dc:contributor>
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    <dcterms:abstract xml:lang="eng">The authors investigated between- and within-domain relations of academic emotions, including students' enjoyment, pride, anxiety, anger, and boredom experienced in mathematics, physics, German, and English classes (N = 542; Grades 8 and 11). Corroborating assumptions of domain specificity, the between-domains relations of these emotions were weak and inconsistent. However, there was more domain specificity of academic emotions in Grade 11 students compared with Grade 8 students, suggesting that between-domains differentiation increased as a function of grade level. Concerning within-domain relations, emotional experiences of enjoyment and pride, anxiety, and anger and boredom were clearly differentiated. The strength of within-domain relations of academic emotions differed considerably across the 4 academic domains. However, for each of the 4 domains, within-domain relations were similar for the 2 grade levels. Methodological and educational implications as well as directions for future research are discussed.</dcterms:abstract>
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