The Domain Specificity of Academic Emotional Experiences

By Thomas Goetz, A. Frenzel, Reinhard Pekrun, Nathan C. Hall. 2006

248 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f16c4f7e68189def845c5aa9d0df4ad02536628f

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, background): “These findings highlight the crucial role of the context in teacher emotion, a finding that parallels research on the domain specificity (Goetz et al. 2006) and situation specificity (Becker et al. 2014) of students’ learning emotions.”
The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations (2015, background): “…extended their control value theory of academic emotions to incorporate the I/E model to explain the extreme domain specificity of academic emotions, speculating that ‘‘the mechanisms addressed by Marsh’s (1986) I/E model could operate for students’ emotions as well’’ (Goetz et al., 2006, p. 7).”
Prior mathematics achievement, cognitive appraisals and anxiety as predictors of Finnish students’ later mathematics performance and career orientation (2010, background): “Students’ academic emotions, such as anxiety, are organised in domain-specific ways (Beasley, Long, & Natali, 2001; Goetz et al., 2006; Pekrun, 2006).”
Students emotions during homework in mathematics: Testing a theoretical model of antecedents and ac (2011, background): “Goetz, Frenzel, and Pekrun (2006) and Goetz et al. (2007) showed that achievement emotions are organized in a domain specific manner.”
What to do when feeling bored? Students' strategies for coping with boredom. (2010, methodology): “We chose mathematics because previous research shows that students report experiencing an average amount of boredom in this domain (Goetz et aI., 2006) .”
Types of boredom: An experience sampling approach (2014, background): “…(Amos et al. 2006), drug use (Anshel 1991), stress and health problems (Thackray 1981), juvenile delinquency (Newberry and Duncan 2001), truancy (Sommer 1985), dropout at school (Bearden et al. 1989), and negative achievement outcomes (Goetz et al. 2006, 2007b; Pekrun et al. 2010, 2009).”