Literaturnachweis - Detailanzeige
Autor/inn/en | Goetz, Thomas; Cronjaeger, Hanna; Frenzel, Anne C.; Ludtke, Oliver; Hall, Nathan C. |
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Titel | Academic Self-Concept and Emotion Relations: Domain Specificity and Age Effects |
Quelle | In: Contemporary Educational Psychology, 35 (2010) 1, S.44-58 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0361-476X |
DOI | 10.1016/j.cedpsych.2009.10.001 |
Schlagwörter | Self Efficacy; Self Concept; Physics; Grade 8; German; English Instruction; Mathematics Education; Grade 11; Psychological Patterns; Age Groups |
Abstract | The present study investigated the relations between academic self-concepts and the emotions of enjoyment, pride, anxiety, anger, and boredom as experienced in mathematics, physics, German, and English classes (N=1710; grades 8 and 11). In line with our hypotheses derived from appraisal-based emotion theories and self-efficacy research, within-domain relations between self-concepts and emotions were relatively strong and notably stronger within quantitative domains (mathematics and physics) than verbal domains (German and English). Also consistent with our hypotheses, stronger relations between self-concepts and emotions were observed among older students. Self-concept and emotion relations further differed as a function of the specific emotion assessed, with pride showing the strongest and boredom the weakest relations with academic self-concepts in the four domains assessed. Methodological and educational implications as well as directions for future research are discussed. (Contains 3 tables and 3 figures.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |