Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes

By Thomas Goetz, U. Nett, S. Martiny, Nathan C. Hall, Reinhard Pekrun, Swantje Dettmers, Ulrich Trautwein. 2012

211 citations recorded by the source corpus.

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 11 th grade students, whereas within-domain relations did not differ as a function of age. Implications for research and educational practice are discussed.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/8e567bb8f2c980d4ffffc477077c5b5f9688b281

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Activity Achievement Emotions and Academic Performance: A Meta-analysis (2021, background): “Similarly, there were two studies (i.e., Goetz et al. 2010, 2012) that provided correlations between subject-level emotions and subject-level performance across several different subject domains (e.g., mathematics, physics, English, and German).”
The Dark Side of Emotion in the Classroom: Emotional Processes as Mediators of Teacher Communication Behaviors and Student Negative Emotions (2014, background): “Higher levels of these negative emotions are detrimental for students because they are associated with lower levels of achievement and could potentially diminish students’ self-concepts as learners (Goetz et al., 2012). These findings, coupled with those observed by Zhang and Zhang (2013), suggest t”
Self-efficacy, value, and achievement emotions as mediators between parenting practice and homework behavior: A control-value theory perspective (2016, result): “In general, recent research reported that compared with negative emotions, positive emotions were related to higher achievement (e.g., Goetz et al., 2012; Luo, Lee, Ng, & Ong, 2014; Pekrun, et al., 2011; Pekrun, et al., 2014).”
Adolescents' Homework Performance in Mathematics and Science: Personal Factors and Teaching Practices (2015, result): “Chang, Wall, Tare, Golonka, and Vatz (2014) have highlighted the same pattern in relation to homework time-achievement in a variety of foreign languages, and Goetz et al. (2012) reported similar correlations between academic results, emotions, and self-concept in four different subjects.”
Social and Dimensional Comparisons in Math and Verbal Test Anxiety: Within- and Cross-domain Relations with Achievement and the Mediating Role of Academic Self-concept☆ (2017, background): “Similarly, Goetz et al. (2012) distinguished between anxiety while doing homework and anxiety experience during class.”
How Emotion Matters in Four Key Relationships in Teaching and Learning in Higher Education (2016, background): “Other researchers (Goetz et al. 2012) have shown that these negative emotions are associated with lower levels of achievement.”
Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance (2016, background): “Recently, based on the samples of eighth- and 11th-grade students, Goetz et al. (2012) examined students’ positive activating emotions (e.g., pride) and negative activating emotions (e.g., anger) together with boredom while completing homework (homework emotions).”