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Kulakow S, Raufelder D. Examining different motivational patterns in individualized learning. J Sch Psychol 2024; 102:101256. [PMID: 38143091 DOI: 10.1016/j.jsp.2023.101256] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2022] [Revised: 04/06/2023] [Accepted: 10/19/2023] [Indexed: 12/26/2023]
Abstract
Past research on situated expectancy-value theory has regularly provided evidence of different motivational patterns indicating that not only can students be characterized by different levels of motivation (e.g., low vs. high), but also by divergent profiles (e.g., high success expectancies, low task values). This person-oriented two-wave study (a) identified and compared the motivational patterns of secondary school students from different learning environments (i.e., Student-Centered Learning vs. Teacher-Directed Learning), (b) analyzed the stability of and changes to these patterns during a school year, and (c) examined whether achievement-related choices and performance predicted the pattern changes. Using data from German secondary school students (T1: N = 1153; M = 13.97 years, SD = 1.37; 49% girls) multigroup latent transition analysis revealed four different motivational patterns, including a (a) High Motivational pattern, (b) Medium Motivational pattern, (c) Low Motivational pattern, and (d) Highly Confident/Hardly Interested pattern. The distribution of these patterns differed significantly between students from Student-Centered-Learning and Teacher-Directed-Learning environments. Approximately 47% of students in Teacher-Directed Learning were in the low motivational class whereas the Student-Centered Learning environment exhibited approximately half of that number. The extremely stable nature of these classes highlights the strong relevance of the educational context for student motivation and supports situated expectancy-value theory.
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Affiliation(s)
- Stefan Kulakow
- Department of Educational Science, University of Greifswald, Germany.
| | - Diana Raufelder
- Department of Educational Science, University of Greifswald, Germany
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Daker RJ, Gattas SU, Necka EA, Green AE, Lyons IM. Does anxiety explain why math-anxious people underperform in math? NPJ SCIENCE OF LEARNING 2023; 8:6. [PMID: 36944641 PMCID: PMC10030629 DOI: 10.1038/s41539-023-00156-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/13/2022] [Accepted: 02/27/2023] [Indexed: 06/18/2023]
Abstract
Math-anxious people consistently underperform in math. The most widely accepted explanation for why this underperformance occurs is that math-anxious people experience heightened anxiety when faced with math, and this in-the-moment anxiety interferes with performance. Surprisingly, this explanation has not been tested directly. Here, using both self-report and physiological indices of anxiety, we directly test how much in-the-moment anxiety explains math-anxious underperformance. Results indicate that in-the-moment anxiety indeed explains why math-anxious people underperform-but only partially, suggesting a need to seriously consider alternative mechanisms. Results also showed that while some highly math-anxious individuals-those with high levels of heart rate variability-experienced less in-the-moment anxiety, they nevertheless performed no better at math. For these individuals, math-anxious underperformance must occur for reasons unrelated to in-the-moment anxiety. More broadly, our findings point to substantial individual heterogeneity in the mechanisms underlying math-anxious underperformance. Accounting for this mechanistic heterogeneity may prove vital for optimally boosting math performance in math-anxious individuals.
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Affiliation(s)
- Richard J Daker
- Department of Psychology, Georgetown University, Washington, D.C., USA.
| | - Sylvia U Gattas
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | - Elizabeth A Necka
- National Institutes on Aging, National Institutes of Health, Bethesda, MD, USA
| | - Adam E Green
- Department of Psychology, Georgetown University, Washington, D.C., USA
| | - Ian M Lyons
- Department of Psychology, Georgetown University, Washington, D.C., USA
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Fang J, Brown GTL, Hamilton R. Changes in Chinese students' academic emotions after examinations: Pride in success, shame in failure, and self-loathing in comparison. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2023; 93:245-261. [PMID: 36239121 PMCID: PMC10091958 DOI: 10.1111/bjep.12552] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Revised: 09/13/2022] [Accepted: 09/18/2022] [Indexed: 11/28/2022]
Abstract
BACKGROUND Several attempts have been made to examine students' academic emotions (AEs) in Western contexts, but less is known about how students' self-reported emotions vary over time. AIMS The study aimed to understand Chinese students' emotional responses to academic events and the impact of high-stakes testing on their AEs in the first year with a repeated-measures survey after the Semester 1 and Semester 2 mid-term examinations. SAMPLES 351 first-year university students completed both surveys in an elite Chinese university, where the top 10% of first-year students were assigned to an honours programme. METHODS Self-reported AEs survey responses were evaluated with confirmatory factor analysis. Invariance testing between honours and ordinary students and between semesters was used to examine between-group differences across time. RESULTS A three-factor model of AEs (i.e., admired, shame, and self-loathing) was found in both semesters, with strong invariance between semesters. Mean scores between groups were equivalent and semester. However, self-loathing had the lowest mean (mean = 2.50; between mostly disagree and slightly agree), admired was at moderately agree (mean = 4.00), and shame was strongest at just over moderately agree (mean = 4.20). CONCLUSIONS This study reveals a three-factor structure of AEs and the stability of these emotions among highly successful Chinese learners. Despite being elite students, this sample of Chinese learners felt shame and pride in response to mid-term examinations.
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Affiliation(s)
- Jinjing Fang
- Faculty of Education & Social Work, The University of Auckland, Auckland, New Zealand
| | - Gavin T L Brown
- Faculty of Education & Social Work, The University of Auckland, Auckland, New Zealand
| | - Richard Hamilton
- Faculty of Education & Social Work, The University of Auckland, Auckland, New Zealand
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Daumiller M, Janke S, Rinas R, Hein J, Dickhäuser O, Dresel M. Different Time and Context = Different Goals and Emotions? Temporal Variability and Context Specificity of Achievement Goals for Teaching and Associations with Discrete Emotions. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102139] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
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Roos AL, Goetz T, Krannich M, Donker M, Bieleke M, Caltabiano A, Mainhard T. Control, anxiety and test performance: Self-reported and physiological indicators of anxiety as mediators. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2022; 93 Suppl 1:72-89. [PMID: 35906734 DOI: 10.1111/bjep.12536] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2021] [Revised: 06/29/2022] [Accepted: 07/08/2022] [Indexed: 11/30/2022]
Abstract
BACKGROUND This study investigated the role of different test anxiety components (affective, cognitive, motivational and physiological) as mediators between control and performance as proposed by Pekrun's control-value theory (CVT). While all components were assessed via self-report, the physiological component was additionally assessed via electrodermal activity (EDA). AIMS We examined the relative impact of the self-reported anxiety components and EDA in this mediating mechanism to identify the most relevant assessment(s) (i.e., self-reported anxiety components and/or EDA) for predicting test performance. SAMPLE The study comprised 50 eighth graders. METHODS Data were collected during a mathematics test comprising six task blocks. State self-reports of control and anxiety components along with test performance and other test emotions were collected block-wise (i.e., repeated assessments within students). EDA was continuously recorded. RESULTS Consistent with CVT, intra-individual mediation analysis with multiple mediators revealed that higher control predicted lower anxiety (i.e., all self-reported components). Unexpectedly, higher control was associated with increased EDA. Follow-up analyses taking other test emotions into account suggested this might reflect positive activation. Correlations between EDA and control and self-reported anxiety components differed depending on which test emotion was dominant in each situation. Regarding test performance, only the cognitive component was a significant mediator and thus seems to play a pivotal role in the relationship between control and performance. CONCLUSIONS Distinguishing between anxiety components and including unbiased physiological measures improve our understanding of the mechanisms behind the relationship between test anxiety and performance. Higher physiological arousal may be a sign of anxiety but can also be a sign of positive activation. When aiming to reduce negative effects of anxiety on performance, targeting the cognitive component seems crucial. Implications of these findings for educational and psychological practice are discussed.
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Affiliation(s)
- Anna-Lena Roos
- University of Applied Sciences and Arts Northwestern Switzerland, FHNW, Olten, Switzerland
| | | | | | | | | | | | - Tim Mainhard
- Education and Child Studies, Leiden University, Leiden, The Netherlands
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Graham MC, Husman J, Pekrun R, Villanueva I, Christensen D. The dynamic experience of taking an examination: Ever changing cortisol and expectancy for success. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2022; 93 Suppl 1:195-210. [PMID: 35676863 DOI: 10.1111/bjep.12521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2021] [Revised: 03/05/2022] [Accepted: 05/14/2022] [Indexed: 11/28/2022]
Abstract
BACKGROUND This study examined the relations between students' expectancies for success and a physiological component of test anxiety, salivary cortisol, during an authentic testing setting. AIMS The aim of the study was to better understand the connection between shifts in students' control appraisals and changes in the physiological component of test anxiety. SAMPLE The study comprised 45 undergraduate engineering majors in the United States. METHODS Survey data concerning students' expectancy for success and saliva samples were taken before, during and after the practice midterm examination prior to their actual in-class examination. RESULTS Students' expectancy for success declined during the examination while cortisol levels declined from the beginning to middle of the examination and began to increase again as a function of time. Although students' initial levels of expectancy for success and cortisol were not correlated, there was a negative relation between change in cortisol and change in expectancy for success. CONCLUSIONS Our study demonstrates a relation between salivary cortisol, a physiological component of test anxiety and students' expectancy for success in an authentic testing context. Most students saw a decrease in cortisol during the examination, suggesting anticipatory anxiety prior to the test and a return to homeostasis as the examination progressed. Some students, however, did not see a declination in cortisol, suggesting they may not have recovered from pre-examination anxiety. The negative relation between change in cortisol and expectancy for success suggests that students who had the greatest decrease in expectancy for success saw the smallest recovery in cortisol.
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Affiliation(s)
- Matthew C Graham
- Oregon Education Science Laboratory, University of Oregon, Eugene, Oregon, USA
| | - Jenefer Husman
- Department of Education Studies, College of Education, University of Oregon, Eugene, Oregon, USA
| | - Reinhard Pekrun
- Department of Psychology, University of Essex, Essex, UK.,Institute for Positive Psychology and Education, Australian Catholic University, Banyo, Queensland, Australia.,Department of Psychology, University of Munich, Munich, Germany
| | - Idalis Villanueva
- Department of Engineering Education, University of Florida, Gainesville, Florida, USA
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Wenzel K, Reinhard MA. Learning With a Double-Edged Sword? Beneficial and Detrimental Effects of Learning Tests-Taking a First Look at Linkages Among Tests, Later Learning Outcomes, Stress Perceptions, and Intelligence. Front Psychol 2021; 12:693585. [PMID: 34531789 PMCID: PMC8438331 DOI: 10.3389/fpsyg.2021.693585] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2021] [Accepted: 07/28/2021] [Indexed: 12/25/2022] Open
Abstract
It has often been shown that tests as intentionally hindered and difficult learning tasks increase long-term learning compared to easier tasks. Previous work additionally indicated that higher intelligence might serve as a prerequisite for such beneficial effects of tests. Nevertheless, despite their long-term learning effects, tests were also found to be evaluated as more negative and to lead to more stress and anxiety compared to easier control tasks. Stress and anxiety, in turn, often yield detrimental effects on learning outcomes. Hence, we hypothesized that tests increase later learning outcomes but simultaneously also lead to more stress perceptions. Such increased stress was, in turn, hypothesized to reduce later learning outcomes (thus, stress might serve as a mediator of the beneficial effects of tests on learning). All these assumed effects should further be moderated by intelligence, insofar as that higher intelligence should increase beneficial effects of tests on learning, should decrease stress perceptions caused by tests, and should reduce detrimental effects of stress on learning outcomes. Higher intelligence was also assumed to be generally associated with higher learning. We conducted a laboratory study (N=89) to test these hypotheses: Participants underwent an intelligence screening, then worked on either a test or a re-reading control task, and reported their immediate stress perceptions. Later learning outcomes were assessed after 1week. The results supported all assumed main effects but none of the assumed interactions. Thus, participants using tests had higher long-term learning outcomes compared to participants using re-reading tasks. However, participants using tests also perceived more immediate stress compared to participants that only re-read the materials. These stress perceptions in turn diminished the beneficial effects of tests. Stress was also generally related to lower learning, whereas higher intelligence was linked to higher learning and also to lower stress. Hence, our findings again support the often assumed benefits of tests-even when simultaneously considering learners' intelligence and and when considering the by tests caused stress perceptions. Notably, controlling for stress further increases these long-term learning benefits. We then discuss some limitations and boundaries of our work as well as ideas for future studies.
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Affiliation(s)
- Kristin Wenzel
- Department of Psychology, University of Kassel, Kassel, Germany
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Conlon RA, Hicks A, Barroso C, Ganley CM. The effect of the timing of math anxiety measurement on math outcomes. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2020.101962] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Roos AL, Goetz T, Krannich M, Jarrell A, Donker M, Mainhard T. Test anxiety components: an intra-individual approach testing their control antecedents and effects on performance. ANXIETY STRESS AND COPING 2020; 34:279-298. [PMID: 33228386 DOI: 10.1080/10615806.2020.1850700] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
BACKGROUND AND OBJECTIVES Although anxiety consists of multiple components, including cognitive, affective, motivational, and physiological, and some findings suggest that there might be differences regarding their control antecedents and effects on performance, previous studies have largely neglected to examine these components separately and for reasons of convenience often assessed test anxiety as a unified construct using a single-item. Therefore, this study investigated the different test anxiety components with the goal to: (1) examine the relative impact of the anxiety components in the mediating mechanism that connects control and performance - as proposed by Pekrun's control-value theory, and (2) determine which specific anxiety component is underlying common single-item anxiety measures. METHODS The research questions were investigated using an intra-individual approach in a sample of N = 137 German 8th graders during a mathematics exam. RESULTS As expected, control was negatively related to all anxiety components, but associations varied in strength. Additionally, the components differed in their relative impact on performance, with the cognitive component being central for this outcome. Furthermore, common single-item measures seem to specifically assess the affective component, and thus not the component most relevant for test performance. CONCLUSION Consequently, our study strongly recommends to distinguish between the anxiety components depending on the research question at hand.
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Affiliation(s)
- Anna-Lena Roos
- Institute for Research and Development of Collaborative Processes, School of Applied Psychology, University of Applied Sciences and Arts Northwestern Switzerland FHNW, Olten, Switzerland
| | - Thomas Goetz
- Faculty of Psychology, Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
| | - Maike Krannich
- Teaching and Educational Technology, Institute of Education, University of Zurich, Zurich, Switzerland
| | - Amanda Jarrell
- Department of Educational and Counselling Psychology, McGill University, Montreal, Canada
| | - Monika Donker
- Department of Education, Utrecht University, Utrecht, the Netherlands
| | - Tim Mainhard
- Department of Education, Utrecht University, Utrecht, the Netherlands
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Knickenberg M, Zurbriggen C, Schmidt P. Peers als Quelle aktueller Motivation? ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2020. [DOI: 10.1024/1010-0652/a000292] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung. Die Relevanz von Peers für die Entwicklung von Jugendlichen konnte in verschiedenen Studien bereits bestätigt werden. Im Unterricht zeigt sich dies u.a. durch höhere situative Motivation und Freude sowie geringerem Stressempfinden während sozialer Interaktionen mit Mitschülerinnen und -schülern verglichen mit Einzelarbeitssituationen. Allerdings stellte sich auch heraus, dass Jugendliche mit Verhaltensauffälligkeiten Schwierigkeiten im Knüpfen und Aufrechterhalten von sozialen Kontakten und Freundschaften haben. Während in bisherigen Studien Verhalten als dichotome Variable untersucht wurde, wird hier ein dimensionaler, personzentrierter Ansatz zur Identifizierung von Gruppen mit heterogenen Verhaltensweisen verfolgt. Ziel dieses Beitrags ist daher die Untersuchung von Effekten sozialer Interaktionen im Unterricht auf das emotionale Erleben von Jugendlichen mit heterogenen Verhaltensweisen. Zudem wird ein möglicher Moderationseffekt der Klassenkomposition in Bezug auf das Verhalten überprüft. Hierzu wurden N = 719 Schülerinnen und Schülern der fünften und sechsten Jahrgangsstufe unter Verwendung der experience sampling method zu zwei bis drei Messzeitpunkten pro Tag an fünf aufeinanderfolgenden Schultagen zu ihrem aktuellen emotionalen Erleben und ihrem sozialen Kontext befragt. Insgesamt lagen 8870 „Momentaufnahmen“ des emotionalen Erlebens und von Unterrichtssituationen vor. Auf der Grundlage von Verhaltenseinschätzungen durch Lehrpersonen wurden mittels latenter Profilanalysen drei Profiltypen innerhalb der Schülerschaft identifiziert: Jugendliche mit adaptivem, internalisierendem und externalisierendem Verhalten. Ergebnisse von Multilevel-Strukturgleichungsmodellen zeigen, dass Jugendliche in Unterrichtssituationen, in denen sie mit ihren Peers interagieren (z.B. in Partner- oder Gruppenarbeiten), motivierter und weniger gestresst sind als in Einzelsituationen. Für Jugendliche mit externalisierendem oder internalisierendem Verhalten ist dieser Effekt stärker ausgeprägt. Die geringfügigen, jedoch nicht signifikanten differenziellen moderierenden Effekte verweisen zudem darauf, dass der Zusammenhang des emotionalen Erlebens und der Peerinteraktionen für Jugendliche nicht durch ihr Klassenumfeld in Bezug auf prosoziales oder problematisches Verhalten moderiert wird. Die Ergebnisse werden sowohl methodisch als auch inhaltlich diskutiert, unter anderem in Bezug auf die Frage, ob und inwiefern Peers Quellen aktueller Motivation im Unterricht darstellen.
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Affiliation(s)
| | - Carmen Zurbriggen
- Fakultät für Geisteswissenschaften, Erziehungswissenschaften und Sozialwissenschaften, Universität Luxemburg
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Perkins BA, Satkus P, Finney SJ. Examining the Factor Structure and Measurement Invariance of Test Emotions Across Testing Platform, Gender, and Time. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2020. [DOI: 10.1177/0734282920918726] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Few studies have examined the psychometric properties of the test-related items from the Achievement Emotions Questionnaire (AEQ). Using a sample of 955 university students, we examined the factor structure of 12 emotion items measuring test-related anger, boredom, enjoyment, and pride. Results indicated the four emotions were distinct, allowing for further examination of measurement invariance of the items across testing platform (computer-based vs. pencil-paper test) and gender. Configural, metric, and scalar invariance was supported for testing platform and gender. Given interest in modeling change in emotions, we also examined whether the items were invariant across time by measuring emotions at 3 times during a test. Using a sample of 651 university students, configural, metric, and scalar invariance was supported across time. The findings provide important structural validity evidence for the item responses and support the comparison of emotions across testing platform, gender, and time.
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Respondek L, Seufert T, Nett UE. Adding previous experiences to the person-situation debate of achievement emotions. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2019. [DOI: 10.1016/j.cedpsych.2019.02.004] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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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. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2017. [DOI: 10.1016/j.cedpsych.2017.08.005] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Is it good to value math? Investigating mothers’ impact on their children’s test anxiety based on control-value theory. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2017. [DOI: 10.1016/j.cedpsych.2017.05.002] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Sommer M, Arendasy ME. Does trait test anxiety compromise the measurement fairness of high-stakes scholastic achievement tests? LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2016.06.030] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Sommer M, Arendasy ME. Further evidence for the deficit account of the test anxiety–test performance relationship from a high-stakes admission testing setting. INTELLIGENCE 2015. [DOI: 10.1016/j.intell.2015.08.007] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Ifenthaler D. Effects of experimentally induced emotions on model-based reasoning. LEARNING AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.lindif.2015.09.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Achievement emotions in higher education: A diary study exploring emotions across an assessment event. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2015. [DOI: 10.1016/j.cedpsych.2015.05.002] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Evaluating the Relationship Between Boredom and Academic Outcomes: A Meta-Analysis. EDUCATIONAL PSYCHOLOGY REVIEW 2015. [DOI: 10.1007/s10648-015-9301-y] [Citation(s) in RCA: 70] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
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Patterns of boredom and its relationship with perceived autonomy support and engagement. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2014. [DOI: 10.1016/j.cedpsych.2014.05.001] [Citation(s) in RCA: 52] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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“My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2014. [DOI: 10.1016/j.cedpsych.2014.04.002] [Citation(s) in RCA: 204] [Impact Index Per Article: 20.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Reeve CL, Bonaccio S, Winford EC. Cognitive ability, exam-related emotions and exam performance: A field study in a college setting. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2014. [DOI: 10.1016/j.cedpsych.2014.03.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Sommer M, Arendasy ME. Comparing different explanations of the effect of test anxiety on respondents' test scores. INTELLIGENCE 2014. [DOI: 10.1016/j.intell.2013.11.003] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Goetz T, Bieg M, Lüdtke O, Pekrun R, Hall NC. Do girls really experience more anxiety in mathematics? Psychol Sci 2013; 24:2079-87. [PMID: 23985576 DOI: 10.1177/0956797613486989] [Citation(s) in RCA: 129] [Impact Index Per Article: 11.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Two studies were conducted to examine gender differences in trait (habitual) versus state (momentary) mathematics anxiety in a sample of students (Study 1: N = 584; Study 2: N = 111). For trait math anxiety, the findings of both studies replicated previous research showing that female students report higher levels of anxiety than do male students. However, no gender differences were observed for state anxiety, as assessed using experience-sampling methods while students took a math test (Study 1) and attended math classes (Study 2). The discrepant findings for trait versus state math anxiety were partly accounted for by students' beliefs about their competence in mathematics, with female students reporting lower perceived competence than male students despite having the same average grades in math. Implications for educational practices and the assessment of anxiety are discussed.
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Affiliation(s)
- Thomas Goetz
- 1Department of Empirical Educational Research, University of Konstanz
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Dosseville F, Laborde S, Scelles N. Music during lectures: Will students learn better? LEARNING AND INDIVIDUAL DIFFERENCES 2012. [DOI: 10.1016/j.lindif.2011.10.004] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2011. [DOI: 10.1016/j.cedpsych.2010.10.002] [Citation(s) in RCA: 874] [Impact Index Per Article: 67.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Roebers CM, Schmid C, Roderer T. Metacognitive monitoring and control processes involved in primary school children's test performance. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2010; 79:749-67. [DOI: 10.1348/978185409x429842] [Citation(s) in RCA: 46] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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Preckel F, Götz T, Frenzel A. Ability grouping of gifted students: Effects on academic self-concept and boredom. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2010; 80:451-72. [DOI: 10.1348/000709909x480716] [Citation(s) in RCA: 73] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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