Between- and within-domain relations of students' academic emotions.

By Thomas Goetz, A. Frenzel, Reinhard Pekrun, Nathan C. Hall, O. Lüdtke. 2007

399 citations recorded by the source corpus.

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.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/899cb3566c9b521679f442e8bd21777e1d36052b

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

Citations in the corpus

The effect of humorous instructional materials on interest in a math task (2010, background): “Studies of emotions within achievement situations indicate that boredom (often contrasted with interest) is positively related to feelings of anxiety, hopelessness, anger, and helplessness (Daniels et al. 2009; Goetz et al. 2007; Pekrun et al. 2006, 2009).”
Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance. (2009, result): “, relating to introductory-level psychology), in line with recent research on the domain specificity of student emotions (Goetz et al., 2007).”
Types of boredom: An experience sampling approach (2014, background): “In dimensional approaches, boredom has mainly been outlined as an unpleasant emotional state of relatively low negative valence (slightly unpleasant on average; e.g., Fisher 1993; Goetz et al. 2007a; Perkins and Hill 1985).”
Effects of prompting multiple solutions for modelling problems on students’ performance (2015, background): “…they report more self-efficacy with regard to doing mathematics, and they frequently feel more positive emotions such as enjoyment while working on mathematical tasks than other students (Goetz et al. 2007; Heinze et al. 2005; Pekrun et al. 2011; Malmivuori 2006; Schukajlow and Krug 2014a).”
Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes (2012, methodology): “…example, although mean levels of control and enjoyment may differ between homework and classroom situations, the strength of control/enjoyment relations is assumed to be similar in both situational contexts (cf., universality assumption as outlined in Frenzel, Pekrun, & Goetz, 2007; Pekrun, 2009).”
Academic self-concept and emotion relations: Domain specificity and age effects (2010, methodology): “In contrast, Goetz et al. (2007) found the strength of relations among emotions (enjoyment, pride, anxiety, anger, and boredom) to significantly differ across domains (mathematics, physics, German, and Eng lish).”