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Spencer-Mueller EK, Fenske MJ. Note-taking for the win: Doodling does not reduce boredom or mind-wandering, nor enhance attention or retention of lecture material. Q J Exp Psychol (Hove) 2024; 77:1780-1796. [PMID: 38087918 PMCID: PMC11295400 DOI: 10.1177/17470218231222402] [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: 04/26/2023] [Revised: 09/27/2023] [Accepted: 10/09/2023] [Indexed: 01/12/2024]
Abstract
Doodling and fidgeting-traditionally viewed in educational contexts as markers of inattention and poor classroom behaviour-have more recently been considered as possible routes to improve performance by reducing boredom and its negative impact on memory. However, there is a surprising lack of well-controlled studies examining this possibility, despite the widespread adoption of fidget toys and doodling exercises within classroom settings. Here we report two experiments (total N = 222) that assess the impact of doodling on boredom, attention, mind-wandering, and subsequent recall of auditory information. In Experiment 1, participants first listened to a 15-min section of a lecture known to induce boredom. Immediately thereafter they were asked to jot down important information from a short voicemail that they listened to while either doodling (adding shading to shapes) or doing nothing in between note-taking. In Experiment 2, participants listened to a 45-min section of the same lecture under one of four conditions: structured doodling (i.e., shade in shapes), unstructured doodling, note-taking, or listen-only. Thought probes assessed self-perceived levels of state boredom, mind-wandering, and attention throughout the lecture. Across studies, doodling neither reduced boredom or mind-wandering nor increased attention or retention of information compared with other conditions. In contrast, attention and test performance were highest (and boredom and mind-wandering lowest) for those focused solely on note-taking.
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Affiliation(s)
| | - Mark J Fenske
- Department of Psychology, University of Guelph, Guelph, ON, Canada
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2
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Wu Y, Ng-Knight T, Tenenbaum HR. Schoolwork effort and emotions predict self-control in a weekly diary study. J Pers 2024; 92:436-456. [PMID: 36964985 DOI: 10.1111/jopy.12833] [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: 10/18/2022] [Revised: 01/23/2023] [Accepted: 03/07/2023] [Indexed: 03/27/2023]
Abstract
OBJECTIVE Self-control supports many positive life outcomes. However, the processes underlying the development of self-control are not well understood. Drawing on the TESSERA model of personality development, we examined whether weekly schoolwork effort predicts self-control (in the subsequent week). We also examined the role of schoolwork emotions and whether these emotions moderated the impact of schoolwork effort on self-control based on predictions from the TESSERA model. METHODS Data are from a weekly diary study (N = 98) that measured children's schoolwork effort, schoolwork emotions, and self-control during five consecutive weeks. Data were analyzed at the between- and within-person levels using multilevel models. RESULTS Between-person results show that schoolwork effort is related to variations in children's self-control. Furthermore, some emotions moderated the influence of schoolwork effort on self-control at the between- and within-person levels. CONCLUSION In line with the TESSERA model of personality development, positive state expressions of effort during schoolwork (e.g., putting in effort) predicted higher self-control in the subsequent week. However, this finding was dependent on the reactions and reinforcement children felt about their effort (e.g., emotional responses to their remote schoolwork). The discussion examines how these findings extend to previous literature.
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Affiliation(s)
- Yao Wu
- School of Psychology, University of Surrey, Guildford, UK
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3
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Gellisch M, Morosan-Puopolo G, Wolf OT, Moser DA, Zaehres H, Brand-Saberi B. Interactive teaching enhances students' physiological arousal during online learning. Ann Anat 2023; 247:152050. [PMID: 36693546 DOI: 10.1016/j.aanat.2023.152050] [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: 10/21/2022] [Revised: 12/16/2022] [Accepted: 01/06/2023] [Indexed: 01/22/2023]
Abstract
The pure transfer of face-to-face teaching to a digital learning environment can be accompanied by a significant reduction in the physiological arousal of students, which in turn can be associated with passivity during the learning process, often linked to insufficient levels of concentration and engagement in the course work. Therefore, the aim of this study was to investigate whether students' psychobiological stress responses can be enhanced in the context of anatomical online learning and how increased physiological parameters correlate with characteristics of learning experiences in a digital learning environment. Healthy first-year medical students (n = 104) experienced a regular practical course in Microscopic Anatomy either in face-to-face learning, in passive online learning or in an interaction-enhanced version of online learning. Compared to passive online learning, students engaged in the interaction-enhanced version of online learning displayed a significantly reduced Heart Rate Variability (P 0.001, partial η2 = 0.381) along with a strong increase in salivary cortisol (P 0.001, partial η2 = 0.179) and salivary alpha-amylase activity (P 0.001, partial η2 = 0.195). These results demonstrated that the physiological arousal of students engaged in online learning can be enhanced via interactive teaching methods and pointed towards clear correlations between higher physiological responses and elementary criteria of learning experience such as engagement and attention.
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Affiliation(s)
- Morris Gellisch
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, Bochum, Germany.
| | - Gabriela Morosan-Puopolo
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, Bochum, Germany
| | - Oliver T Wolf
- Department of Cognitive Psychology, Faculty of Psychology, Ruhr University Bochum, Bochum, Germany
| | - Dirk A Moser
- Department of Genetic Psychology, Faculty of Psychology, Ruhr University Bochum, Bochum, Germany
| | - Holm Zaehres
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, Bochum, Germany
| | - Beate Brand-Saberi
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, Bochum, Germany
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Wang Q, Song X, Hong JC, Li S, Zhang M, Yang X. Impact of social comparison on perceived online academic futility: A perspective from parents. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 28:5805-5832. [PMID: 36373050 PMCID: PMC9638357 DOI: 10.1007/s10639-022-11402-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/22/2022] [Accepted: 10/12/2022] [Indexed: 05/18/2023]
Abstract
In response to the wide-ranging concern of online academic futility, the current study aimed to explore the independent variables and mediating variable from a novel perspective of parents during COVID-19. Based on the social comparison theory and the control-value theory of achievement emotions, social comparison and tutoring anxiety were incorporated into an integrated model as predictors and mediator, respectively. A total of 300 parents completed an online survey. The results of the structural equation modeling indicated that upward social comparison and downward social comparison were both positively related to tutoring anxiety, which in turn positively predicted perceived online academic futility. Notably, tutoring anxiety played a significant mediating role in the association between different social comparison and perceived online academic futility. These results highlight the consistent predictive effect of upward social comparison and downward social comparison on perceived online academic futility, shedding light on the roles of tutoring anxiety in explaining the relationship from parental perspectives.
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Affiliation(s)
- Qiang Wang
- College of Elementary Education and College of Education, Capital Normal University, 105 West 3rd Ring North Road, Beijing, China
| | - Xin Song
- College of Elementary Education and College of Education, Capital Normal University, 105 West 3rd Ring North Road, Beijing, China
| | - Jon-Chao Hong
- Department of Industrial Education, National Taiwan Normal University, 162, Heping East Road Section 1, Taipei, Taiwan
| | - Shuang Li
- Capital Normal University, 105, West 3rd Ring North Road, Beijing, China
| | - Mengmeng Zhang
- Minzu University of China, 27 Zhongguancun South Dajie, Haidian District, 100081 Beijing, Beijing, China
| | - Xiantong Yang
- Faculty of Psychology, Beijing Normal University, 19, Xinjiekou Street, Beijing, China
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5
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Bieleke M, Goetz T, Yanagida T, Botes E, Frenzel AC, Pekrun R. Measuring emotions in mathematics: the Achievement Emotions Questionnaire-Mathematics (AEQ-M). ZDM : THE INTERNATIONAL JOURNAL ON MATHEMATICS EDUCATION 2022; 55:269-284. [PMID: 36320409 PMCID: PMC9607838 DOI: 10.1007/s11858-022-01425-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 08/16/2022] [Indexed: 06/16/2023]
Abstract
Understanding the structure, antecedents, and outcomes of students' emotions has become a topic of major interest in research on mathematics education. Much of this work is based on the Achievement Emotions Questionnaire-Mathematics (AEQ-M), a self-report instrument assessing students' mathematics-related emotions. The AEQ-M measures seven emotions (enjoyment, pride, anger, anxiety, shame, hopelessness, boredom) across class, learning, and test contexts (internal structure). Based on control-value theory, it is assumed that these emotions are evoked by control and value appraisals, and that they influence students' motivation, learning strategies, and performance (external relations). Despite the popularity and frequent use of the AEQ-M, the research leading to its development has never been published, creating uncertainty about the validity of the proposed internal structure and external relations. We close this gap in Study 1 (N = 781 students, Grades 5-10, mean age 14.1 years, 53.5% female) by demonstrating that emotions are organized across contexts and linked to their proposed antecedents and outcomes. Study 2 (N = 699 students, Grade 7 and 9, mean age 14.0 years, 56.9% female) addresses another deficit in research on the AEQ-M, the lack of evidence regarding the assumption that emotions represent sets of interrelated affective, cognitive, motivational, and physiological/expressive components. We close this gap by evaluating extended AEQ-M scales, systematically assessing these components for five core mathematics emotions (enjoyment, anger, anxiety, hopelessness, boredom). Our work provides solid grounds for future research using the AEQ-M to assess emotions and their components in the domain of mathematics.
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Affiliation(s)
- Maik Bieleke
- Department of Sport Science, University of Konstanz, 78457 Konstanz, Germany
| | - Thomas Goetz
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Takuya Yanagida
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Elouise Botes
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Anne C. Frenzel
- Department of Psychology, Ludwig-Maximilians Universität München, Munich, Germany
| | - Reinhard Pekrun
- Department of Psychology, Ludwig-Maximilians Universität München, Munich, Germany
- Department of Psychology, University of Essex, Colchester, UK
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia
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6
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Wang M, Hu J. Perceived teacher autonomy support for adolescents’ reading achievement: The mediation roles of control-value appraisals and emotions. Front Psychol 2022; 13:959461. [PMID: 36106045 PMCID: PMC9466293 DOI: 10.3389/fpsyg.2022.959461] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Accepted: 08/01/2022] [Indexed: 12/04/2022] Open
Abstract
Analyzing students’ internal cognitive-motivational appraisals and achievement emotions is of pivotal importance for educational outcomes and student individual wellbeing, yet little is shown about their associations with teacher autonomy support. This study investigates the relationship between perceived teacher autonomy support and reading achievement by addressing mediating influences of control and value-related constructs, i.e., reading self-efficacy, meaning in life, and reading enjoyment. Multiple mediation modeling was adopted to test the proposed model with carrying out a total of 12,058 students from 361 schools in China in the Programme for International Student Assessment (PISA) 2018 reading database. The results elucidated that student-perceived teacher autonomy support is significantly positively related to adolescents’ reading outcomes by fostering internal control and value appraisals and academic enjoyment. These current findings confirm the positive correlation between teacher autonomy support and adolescents’ motivational and emotional factors, providing significant practical implications for educators to adopt various teaching strategies to enhance adolescents’ self-efficacy, intrinsic values, and positive emotions.
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Gellisch M, Wolf OT, Minkley N, Kirchner WH, Brüne M, Brand-Saberi B. Decreased sympathetic cardiovascular influences and hormone-physiological changes in response to Covid-19-related adaptations under different learning environments. ANATOMICAL SCIENCES EDUCATION 2022; 15:811-826. [PMID: 35968688 DOI: 10.1002/ase.2213] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Revised: 07/07/2022] [Accepted: 07/26/2022] [Indexed: 06/15/2023]
Abstract
To examine the implications of the transition from face-to-face to online learning from a psychobiological perspective, this study investigated potential differences in physiological stress parameters of students engaged in online or face-to-face learning and determined whether these can be identified as possible mediators between learning experience and achievement emotions. In a randomized experimental field study, medical students (n = 82) attended either regular face-to-face classes of the microscopic anatomy course or the same practical course online using Zoom videoconferencing platform. The present study investigated Heart Rate Variability (HRV) and salivary cortisol concentration as stress correlates, within the contexts of online and face-to-face learning and compared these parameters with a control group that was measured at rest. Additionally, participants completed a standardized questionnaire about their experienced emotions in relation to task achievement and subjective stress levels. A significant reduction in HRV was found in face-to-face learning, suggesting stronger stress responses in the face-to-face learning environment (η2 = 0.421, P < 0.001). Furthermore, participants engaged in face-to-face learning showed significantly higher cortisol concentrations (η2 = 0.115, P = 0.032). Additionally, increased sympathetic activation correlated with the discrete positive emotion of enjoyment exclusively within the face-to-face condition (r = 0.365, P = 0.043). These results indicate that the transfer of a face-to-face practical course in microscopic anatomy to an online learning environment is associated with decreased sympathetic and enhanced vagal cardiovascular influences, together with lower cortisol concentrations in healthy medical students.
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Affiliation(s)
- Morris Gellisch
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, Bochum, Germany
| | - Oliver T Wolf
- Department of Cognitive Psychology, Faculty of Psychology, Ruhr University Bochum, Bochum, Germany
| | - Nina Minkley
- Behavioral Biology and Biology Education, Faculty of Biology and Biotechnology, Ruhr University Bochum, Bochum, Germany
| | - Wolfgang H Kirchner
- Behavioral Biology and Biology Education, Faculty of Biology and Biotechnology, Ruhr University Bochum, Bochum, Germany
| | - Martin Brüne
- Department of Cognitive Neuropsychiatry and Psychiatric Preventive Medicine, Landschaftsverband Westfalen-Lippe (LWL) University Hospital of Ruhr University Bochum, Bochum, Germany
| | - Beate Brand-Saberi
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, Bochum, Germany
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How classroom management and instructional clarity relate to students' academic emotions in Hong Kong and England: A multi-group analysis based on the control-value theory. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2022.102183] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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9
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Malleability beliefs shape mathematics-related achievement emotions: The mediating role of emotion regulation in primary school children. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2022.102177] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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10
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Kang X, Wu Y. Academic enjoyment, behavioral engagement, self-concept, organizational strategy and achievement in EFL setting: A multiple mediation analysis. PLoS One 2022; 17:e0267405. [PMID: 35486654 PMCID: PMC9053798 DOI: 10.1371/journal.pone.0267405] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2021] [Accepted: 04/07/2022] [Indexed: 11/19/2022] Open
Abstract
Motivated by the positive psychology movement in the English as Foreign Language (EFL), existing studies have demonstrated that subject-related enjoyment has a positive correlation with academic achievement. However, quite a few studieshave examined why academic enjoyment can predict positive academic achievement. This study aimed to investigate whether behavioral engagement, self-concept, and organizational strategy mediated relations between academic enjoyment and achievement in EFL setting. 528 Chinese secondary school students (Male: N = 280; Female: N = 248) participated in the survey and completed the questionnaires on EFL-related enjoyment, behavioral engagement, self-concept, organizational strategy, and academic performance. Structural equation model (SEM) analyses showed that students’ academic enjoyment positively predicted their English achievement. Academic engagement, self-concept, and organizational strategy had parallel multiple mediating effects between academic enjoyment and English achievement. Multi-group SEM analysis demonstrated that the model had invariance across genders, indicating that the model is applicable to both male and female students. Limitations and implications are discussed.
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Affiliation(s)
- Xia Kang
- School of Mathematics, Yunnan Normal University, Kunming, China
- Teacher Education and Learning Leadership Unit, Faculty of Education, The University of Hong Kong, Hong Kong
| | - Yajun Wu
- School of Foreign Languages and Literature, Yunnan Normal University, Kunming, China
- * E-mail:
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11
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What makes high achievers different from low achievers? Self-regulated learners in the context of a high-stakes academic long-term task. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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12
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Mameli C, Grazia V, Molinari L. The emotional faces of student agency. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2021.101352] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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13
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The development of students’ achievement emotions after transition to secondary school: a multilevel growth curve modelling approach. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2021. [DOI: 10.1007/s10212-021-00533-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
AbstractThis empirical study focuses on students’ development of positive and negative achievement emotions during the first year and the beginning of the second year of secondary school. Using multilevel growth curve modelling, the development of the achievement emotions enjoyment, pride, anxiety, hopelessness and boredom during class in general was investigated. Data from 584 students (taken at three different time points during the first year and the beginning of the second year of secondary school in Germany) was analysed by controlling for gender and the type of school. The results confirm the main assumption: positive achievement emotions decline, whereas negative achievement emotions increase after transition to secondary school. The assumption regarding the effects of type of school was also confirmed: students entering a higher track school (German Gymnasium) experience more positive achievement emotions than students in middle track schools (German Realschule) do. However, the decline in these achievement emotions in higher track schools is comparatively worse than for students in middle track schools. The results are discussed with regard to students’ further studies, as well as the wider educational implications.
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Ranellucci J, Robinson KA, Rosenberg JM, Lee YK, Roseth CJ, Linnenbrink-Garcia L. Comparing the roles and correlates of emotions in class and during online video lectures in a flipped anatomy classroom. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.101966] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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15
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Perceived classroom support: Longitudinal effects on students' achievement emotions. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2020.101959] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Peistaraite U, Clark T. Emotion Regulation Processes Can Benefit Self-Regulated Learning in Classical Musicians. Front Psychol 2020; 11:568760. [PMID: 33240155 PMCID: PMC7683505 DOI: 10.3389/fpsyg.2020.568760] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2020] [Accepted: 10/05/2020] [Indexed: 11/25/2022] Open
Abstract
Self-regulated learning (SRL) is the degree to which students are metacognitively, motivationally, and behaviourally active participants in their own learning process. It involves the self-regulation of cognitive, behavioural, and affective processes. SRL holds significant potential for enhancing practise and achievement. Although affect is acknowledged as one of the three fundamental processes in SRL, there is limited research investigating it. However, emotions have been found to influence SRL efficiency while emotion regulation (ER) can impact learning outcomes. Thus, this study sought to investigate how ER processes relate to SRL among professional musicians who perform Western classical music. Four forms of regulation (reappraisal, suppression, rumination, repression) were examined in relation to the SRL three-phase model. Professional musicians (N = 334) of 39 nationalities (age: 18–66; [M = 28]; female = 215; male = 119) completed a survey comprising the Self-Regulated Learning in Music Questionnaire, the Emotion Regulation Questionnaire, and demographic items. A significant positive correlation emerged between SRL and reappraisal, and significant negative correlations emerged between SRL and the other three processes. Further multiple linear regression analysis revealed that reappraisal, practise hours, and expertise accounted for 26% of the variance in SRL. Finally, a factorial (2 × 2 × 2) ANOVA yielded significant group differences on ER as a function of gender, expertise, and occupation. Results suggest that reappraisal can enhance the use of SRL in musicians, thus highlighting the potential utility in considering ER as part of SRL. These results suggest that by including training on emotion regulation strategies within musicians’ educational institutions and workplaces, efficiency and engagement in SRL can be enhanced. This could produce more effective learning strategies and outcomes, together with higher musical achievements.
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Affiliation(s)
- Ugne Peistaraite
- Centre for Performance Science, Royal College of Music, London, United Kingdom
| | - Terry Clark
- Centre for Performance Science, Royal College of Music, London, United Kingdom.,Faculty of Medicine, Imperial College London, London, United Kingdom
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Xu J, Du J, Wang C, Liu F, Huang B, Zhang M, Xie J. Intrinsic motivation, favorability, time management, and achievement: A cross-lagged panel analysis. LEARNING AND MOTIVATION 2020. [DOI: 10.1016/j.lmot.2020.101677] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
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What predicts students’ presentation performance? Self-efficacy, boredom and competence changes during presentation training. CURRENT PSYCHOLOGY 2020. [DOI: 10.1007/s12144-020-01090-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Eschenbeck H, Heim-Dreger U, Hock M, Kohlmann CW. Angst und Freude in schulischen Kontexten. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2020. [DOI: 10.1024/1010-0652/a000284] [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. Mit den Schulmodulen des „Mehrdimensionalen Angstinventars für Kinder und Jugendliche“ (MAI-KJ) können Angst und Freude spezifisch für schulische Leistungs- und Interaktionssituationen erfasst werden. Die vorliegende Studie überprüft die Faktorenstruktur, die psychometrischen Eigenschaften und die Validität. Für drei schulbezogene Situationen (eine Klassenarbeit schreiben, Zusammensein mit anderen im Pausenhof, etwas vor anderen präsentieren) werden Angst (mit Subskalen zu Aufgeregtheit und Besorgnis) und Freude erfasst. Die Analysen basieren vorwiegend auf zwei Stichproben von Kindern und Jugendlichen im Alter von 8 bis 19 Jahren der Klassenstufen 3 bis 10 (Stichprobe 1: N = 2594, Stichprobe 2: N = 7339). Die angenommene Faktorenstruktur konnte anhand explorativer und konfirmatorischer Faktorenanalysen bestätigt werden. Struktur und Messeigenschaften waren invariant gegenüber Geschlecht und Altersgruppe der Kinder. Die Reliabilitäten der Skalen fielen zufriedenstellend bis gut aus (Cronbachs α = .79 bis .93). Die Stabilitäten variierten für einen Zeitraum von im Mittel 3 Wochen zwischen r tt = .65 und .76. Hinweise auf die Validität konnten durch Korrelationen mit Fragebogenverfahren zur Diagnostik von Angst (z.B. Prüfungsangst, soziale Angst) wie auch Schulleistung ermittelt werden.
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Affiliation(s)
- Heike Eschenbeck
- Didaktik des naturwissenschaftlichen Sachunterrichts, Universität Paderborn, Paderborn, Deutschland
| | - Uwe Heim-Dreger
- Didaktik des naturwissenschaftlichen Sachunterrichts, Universität Paderborn, Paderborn, Deutschland
| | - Michael Hock
- Institut für Psychologie, Otto-Friedrich-Universität Bamberg
| | - Carl-Walter Kohlmann
- Didaktik des naturwissenschaftlichen Sachunterrichts, Universität Paderborn, Paderborn, Deutschland
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Reducing homework stress by increasing adoption of need-supportive practices: Effects of an intervention with parents. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2020.101921] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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22
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Lazarides R, Raufelder D. Control-value theory in the context of teaching: does teaching quality moderate relations between academic self-concept and achievement emotions? BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020; 91:127-147. [PMID: 32369196 DOI: 10.1111/bjep.12352] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2019] [Revised: 02/05/2020] [Indexed: 12/01/2022]
Abstract
BACKGROUND Students' self-concept of ability is an important predictor of their achievement emotions. However, little is known about how learning environments affect these interrelations. AIMS Referring to Pekrun's control-value theory, this study investigated whether teacher-reported teaching quality at the classroom level would moderate the relation between student-level mathematics self-concept at the beginning of the school year and students' achievement emotions at the middle of the school year. SAMPLE Data of 807 ninth and tenth graders (53.4% girls) and their mathematics teachers (58.1% male) were analysed. METHOD Students and teachers completed questionnaires at the beginning of the school year and at the middle of the school year. Multi-level modelling and cross-level interaction analyses were used to examine the longitudinal relations between self-concept, teacher-perceived teaching quality, and achievement emotions as well as potential interaction effects. RESULTS Mathematics self-concept significantly and positively related to enjoyment in mathematics and negatively related to anxiety. Teacher-reported structuredness decreased students' anxiety. Mathematics self-concept only had a significant and positive effect on students' enjoyment at high levels of teacher-reported cognitive activation and at high levels of structuredness. CONCLUSIONS High teaching quality can be seen as a resource that strengthens the positive relations between academic self-concept and positive achievement emotions.
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Zaccoletti S, Altoè G, Mason L. Enjoyment, anxiety and boredom, and their control-value antecedents as predictors of reading comprehension. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2020.101869] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
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24
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Parent and teacher homework involvement and their associations with students' homework disaffection and mathematics achievement. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2019.101780] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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25
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Kim J, Kim HO, Lee M. [Academic Achievement of Nursing College Students according to Academic Self-efficacy: The Mediating Effect of Major Satisfaction]. CHILD HEALTH NURSING RESEARCH 2019; 25:205-213. [PMID: 35004413 PMCID: PMC8650921 DOI: 10.4094/chnr.2019.25.2.205] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2019] [Revised: 03/15/2019] [Accepted: 04/01/2019] [Indexed: 12/04/2022] Open
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Feng X, Xie K, Gong S, Gao L, Cao Y. Effects of Parental Autonomy Support and Teacher Support on Middle School Students' Homework Effort: Homework Autonomous Motivation as Mediator. Front Psychol 2019; 10:612. [PMID: 30971977 PMCID: PMC6445893 DOI: 10.3389/fpsyg.2019.00612] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2018] [Accepted: 03/05/2019] [Indexed: 11/13/2022] Open
Abstract
The present study tested whether students’ autonomous motivation mediated the association between adult support (parental autonomy support, teacher support) and students’ homework effort. A sample of 666 Chinese middle school students was recruited to complete the parental autonomy support questionnaire, teacher support questionnaire, homework autonomous motivation questionnaire and homework effort questionnaire. Structural equation modeling showed that both parental autonomy support and teacher support positively predicted mathematics homework effort, and mathematics homework autonomous motivation was a mediator in these associations. The present study reveals the importance of adult support and autonomous motivation, and has theoretical and practical implications.
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Affiliation(s)
- Xiaowei Feng
- School of Psychology, Central China Normal University, Wuhan, China
| | - Ke Xie
- School of Psychology, Central China Normal University, Wuhan, China
| | - Shaoying Gong
- School of Psychology, Central China Normal University, Wuhan, China.,Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, Wuhan, China
| | - Lei Gao
- School of Psychology, Central China Normal University, Wuhan, China
| | - Yang Cao
- School of Psychology, Central China Normal University, Wuhan, China
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Tibubos AN, Rohrmann S, Ringeisen T. How Students Learn to Moderate Group Work: The Role of Enjoyment and Boredom. THE JOURNAL OF PSYCHOLOGY 2019; 153:628-648. [PMID: 30912713 DOI: 10.1080/00223980.2019.1586630] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
Abstract
Fostering oral communication competences constitutes a primary goal of higher education. However, research on the acquisition process is sparse, especially when the role of learning-related emotions is considered. Based on control-value theory, this study therefore investigated the interplay between learning-related boredom and enjoyment and the build-up of moderation competence throughout an university course to foster oral competences. A longitudinal quasi-experimental study with two teaching conditions was conducted. About 160 students were assigned either to a control group (CG: autonomy supportive teaching enriched with basic levels of competence support and relatedness support) or an experimental group (EG: autonomy supportive teaching enriched with high levels of competence support and relatedness support). Perceived moderation competence and emotions were assessed three times (T) by self-report: after completion of the course introduction (T1), half way (T2), and at the end of the course (T3). The students' behavioral performance during a practical moderation exam was graded at T3. Path analyses revealed differential effects of enjoyment and boredom on students' perceived moderation competence and their grades over time: an activating, learning-enhancing effect of enjoyment on moderation competence was demonstrated, especially if teachers supported students' experience of autonomy, competence, and relatedness. Boredom, in contrast, had a detrimental effect on the behavioral performance in the practical moderation exam.
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Affiliation(s)
- Ana Nanette Tibubos
- a University Medical Center of the Johannes Gutenberg University Mainz.,b Goethe-University Frankfurt am Main
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Prastawa H, Ciptomulyono U, Laksono-Singgih M, Hartono M. The effect of cognitive and affective aspects on usability. THEORETICAL ISSUES IN ERGONOMICS SCIENCE 2019. [DOI: 10.1080/1463922x.2018.1547458] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Heru Prastawa
- Industrial Engineering, Institut Teknologi Sepuluh Nopember, Surabaya, Indonesia
- Industrial Engineering, Universitas Diponegoro, Semarang, Indonesia
| | | | | | - Markus Hartono
- Industrial Engineering, University of Surabaya, Surabaya, Indonesia
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Moè A, Katz I, Alesi M. Scaffolding for motivation by parents, and child homework motivations and emotions: Effects of a training programme. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2018; 88:323-344. [DOI: 10.1111/bjep.12216] [Citation(s) in RCA: 71] [Impact Index Per Article: 11.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2017] [Revised: 12/22/2017] [Indexed: 11/28/2022]
Affiliation(s)
- Angelica Moè
- Department of General Psychology; University of Padova; Italy
| | - Idit Katz
- Department of Education; Ben-Gurion University of the Negev; Beer-Sheva Israel
| | - Marianna Alesi
- Department of Psychological, Pedagogical and Educational Sciences; University of Palermo; Italy
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More enjoyment, less anxiety and boredom: How achievement emotions relate to academic self-concept and teachers' diagnostic skills. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2018.01.016] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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31
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“Inside out”: Appraisals for achievement emotions from constructive, positive, and negative feedback on writing. MOTIVATION AND EMOTION 2017. [DOI: 10.1007/s11031-017-9658-y] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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32
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Robinson KA, Ranellucci J, Lee YK, Wormington SV, Roseth CJ, Linnenbrink-Garcia L. Affective profiles and academic success in a college science course. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2017. [DOI: 10.1016/j.cedpsych.2017.08.004] [Citation(s) in RCA: 36] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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33
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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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34
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Mason L, Scrimin S, Tornatora MC, Zaccoletti S. Emotional reactivity and comprehension of multiple online texts. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.07.002] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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35
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Stress and emotions during experiments in biology classes: Does the work setting matter? CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2017. [DOI: 10.1016/j.cedpsych.2017.03.002] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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36
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Fernández-Alonso R, Álvarez-Díaz M, Suárez-Álvarez J, Muñiz J. Students' Achievement and Homework Assignment Strategies. Front Psychol 2017; 8:286. [PMID: 28326046 PMCID: PMC5339273 DOI: 10.3389/fpsyg.2017.00286] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2016] [Accepted: 02/14/2017] [Indexed: 11/13/2022] Open
Abstract
The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in schools affect students' academic performance and the differences in students' time spent on homework. Participants were a representative sample of Spanish adolescents (N = 26,543) with a mean age of 14.4 (±0.75), 49.7% girls. A test battery was used to measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at school level. An increase in the amount of homework a school assigns is associated with an increase in the differences in student time spent on homework. An optimum amount of homework is proposed which schools should assign to maximize gains in achievement for students overall.
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Affiliation(s)
- Rubén Fernández-Alonso
- Department of Education Sciences, University of OviedoOviedo, Spain; Department of Education, Principality of Asturias GovernmentOviedo, Spain
| | | | | | - José Muñiz
- Department of Psychology, University of Oviedo Oviedo, Spain
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Luo W, Ng PT, Lee K, Aye KM. Self-efficacy, value, and achievement emotions as mediators between parenting practice and homework behavior: A control-value theory perspective. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2016.07.017] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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38
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Du J, Xu J, Fan X. Investigating factors that influence students' help seeking in math homework: A multilevel analysis. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2016.03.002] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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“How do you feel about math?”: relationships between competence and value appraisals, achievement emotions and academic achievement. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2016. [DOI: 10.1007/s10212-016-0299-4] [Citation(s) in RCA: 45] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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40
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Madjar N, Shklar N, Moshe L. THE ROLE OF PARENTAL ATTITUDES IN CHILDREN'S MOTIVATION TOWARD HOMEWORK ASSIGNMENTS. PSYCHOLOGY IN THE SCHOOLS 2015. [DOI: 10.1002/pits.21890] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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41
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Rosário P, Núñez JC, Vallejo G, Cunha J, Nunes T, Mourão R, Pinto R. Does homework design matter? The role of homework's purpose in student mathematics achievement. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2015. [DOI: 10.1016/j.cedpsych.2015.08.001] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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42
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Abstract
The goal of the present investigation is to evaluate the psychometric properties of the Homework Emotion Regulation Scale (HERS) using 796 middle school students in China. Confirmatory factor analyses (CFAs) supported the existence of two distinct yet related subscales for the HERS: Emotion Management and Cognitive Reappraisal. Concerning the concurrent and predictive validity evidence of the HERS, the results indicated that, consistent with theoretical expectations, Emotion Management and Cognitive Reappraisal were positively associated with mastery and performance orientation, desirable homework behaviors (e.g., completion), learning strategies (e.g., organization), and math homework grade reported by teachers at the end of school semester.
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43
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Emotional design in multimedia learning: Differentiation on relevant design features and their effects on emotions and learning. COMPUTERS IN HUMAN BEHAVIOR 2015. [DOI: 10.1016/j.chb.2014.11.009] [Citation(s) in RCA: 104] [Impact Index Per Article: 11.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Goetz T, Haag L, Lipnevich AA, Keller MM, Frenzel AC, Collier APM. Between-domain relations of students' academic emotions and their judgments of school domain similarity. Front Psychol 2014; 5:1153. [PMID: 25374547 PMCID: PMC4204457 DOI: 10.3389/fpsyg.2014.01153] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2014] [Accepted: 09/23/2014] [Indexed: 11/25/2022] Open
Abstract
With the aim to deepen our understanding of the between-domain relations of academic emotions, a series of three studies was conducted. We theorized that between-domain relations of trait (i.e., habitual) emotions reflected students' judgments of domain similarities, whereas between-domain relations of state (i.e., momentary) emotions did not. This supposition was based on the accessibility model of emotional self-report, according to which individuals' beliefs tend to strongly impact trait, but not state emotions. The aim of Study 1 (interviews; N = 40; 8th and 11th graders) was to gather salient characteristics of academic domains from students' perspective. In Study 2 (N = 1709; 8th and 11th graders) the 13 characteristics identified in Study 1 were assessed along with academic emotions in four different domains (mathematics, physics, German, and English) using a questionnaire-based trait assessment. With respect to the same domains, state emotions were assessed in Study 3 (N = 121; 8th and 11th graders) by employing an experience sampling approach. In line with our initial assumptions, between-domain relations of trait but not state academic emotions reflected between-domain relations of domain characteristics. Implications for research and practice are discussed.
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Affiliation(s)
- Thomas Goetz
- Department of Empirical Educational Research, University of KonstanzKonstanz, Germany
- Department of Empirical Educational Research, Thurgau University of Teacher EducationKreuzlingen, Switzerland
| | - Ludwig Haag
- Department of Educational Psychology, University of BayreuthBayreuth, Germany
| | - Anastasiya A. Lipnevich
- Department of Educational Psychology, Queens College and the Graduate Center, The City University of New YorkNew York, NY, USA
| | - Melanie M. Keller
- Department of Empirical Educational Research, University of KonstanzKonstanz, Germany
- Department of Empirical Educational Research, Thurgau University of Teacher EducationKreuzlingen, Switzerland
| | - Anne C. Frenzel
- Department of Psychology, University of MunichMunich, Germany
| | - Antonie P. M. Collier
- Department of Empirical Educational Research, University of KonstanzKonstanz, Germany
- Department of Empirical Educational Research, Thurgau University of Teacher EducationKreuzlingen, Switzerland
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Fisher LJ. Motivational Spiral Models (MSM): common and distinct motivations in context. SPRINGERPLUS 2013; 2:565. [PMID: 24255859 PMCID: PMC3825061 DOI: 10.1186/2193-1801-2-565] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/01/2013] [Accepted: 10/21/2013] [Indexed: 11/17/2022]
Abstract
Motivational Spiral Models (MSM) show links over time among self concepts, feelings, strategies, skills and participation in everyday activities. In theory, MSM have many common features, with distinct features in particular contexts. This project examined children’s motivation to participate in literacy (MSM-L), social (MSM-S) and physical activities (MSM-P). The participants in Study 1 (N = 32) were 9 to 11 years old, and in Study 2 (N = 73) were 4 to 12 year old children. Locations were close to the Australian national average in socio-economic indicators, and initial screening showed these were representative samples. Analyses used variable-oriented correlational models as well as person-oriented clusters that suggest the standard and alternative motivational pathways. The results of Study 1 suggested bi-directional links between children’s self concepts and participation in activities. Study 2 identified the common features as: openness and stability over time; and self concepts that motivate and justify participation in activities. Distinct features of MSM-L show the few negative feelings that may limit reading. In MSM-S, self concepts support the positive feelings, and in MSM-P, positive feelings support the task strategies. In conclusion, findings support MSM theory with common features based on self concepts and distinct features of developing motivations in particular contexts. MSM provide a sound base for future research in the contexts of everyday activities for children. In addition, there are practical applications of the findings to prevention, monitoring and intervention programmes.
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Affiliation(s)
- Laurel J Fisher
- Watervale Systems, PO Box 318, Potts Point, NSW 1335 Australia
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46
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Raccanello D, Brondino M, De Bernardi B. Achievement emotions in elementary, middle, and high school: how do students feel about specific contexts in terms of settings and subject-domains? Scand J Psychol 2013; 54:477-84. [PMID: 24111747 DOI: 10.1111/sjop.12079] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2012] [Accepted: 07/04/2013] [Indexed: 11/29/2022]
Abstract
The present work investigates students' representation of achievement emotions, focusing in context-specific situations in terms of settings and subject-domains, as a function of grade level. We involved 527 fourth-, seventh-, and eleventh-graders, who evaluated ten discrete emotions through questionnaires, with reference to verbal language and mathematics, and different settings (class, homework, tests). Confirmatory multitrait-multimethod analyses indicated higher salience of subject-domains rather than settings for all the emotions; however, complexity of reality was best explained when also settings were accounted for. Analyses of variance revealed higher intensity of positive emotions for younger students, and the opposite pattern for older students; significant differences for most of the emotions based on the evaluative nature of settings, moderated by class levels; more intense positive emotions for mathematics and more intense negative emotions for Italian. Results are discussed considering their theoretical and applied relevance, corroborating previous literature on domain-specificity.
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Affiliation(s)
- Daniela Raccanello
- Department of Philosophy, Education and Psychology, University of Verona, Italy
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Ben-Eliyahu A, Linnenbrink-Garcia L. Extending self-regulated learning to include self-regulated emotion strategies. MOTIVATION AND EMOTION 2012. [DOI: 10.1007/s11031-012-9332-3] [Citation(s) in RCA: 46] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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48
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Noncognitive skills in education: Emerging research and applications in a variety of international contexts. LEARNING AND INDIVIDUAL DIFFERENCES 2012. [DOI: 10.1016/j.lindif.2011.11.016] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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