Academic emotions in adolescents' learning.

Autor/inn/en	Normak, Mai; Talts, Leida
Titel	Academic emotions in adolescents' learning. Gefälligkeitsübersetzung: Akademische Emotionen im Lernprozess von Heranwachsenden.
Quelle	Aus: Mikk, Jaan (Hrsg.): Teenagers in Estonia: values and behaviour. Frankfurt, Main: P. Lang (2009) S. 173-191Verfügbarkeit
Reihe	Estonian studies in education. 1
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Einstellung (Psy); Emotionalität; Lernen; Lernschwierigkeit; Nachfolgestaat; Nachsozialistische Gesellschaft; Student; Baltikum; Estland; Sowjetunion
Abstract	"The purpose of this study was to explore the relationship between student Performance and their emotions by comparing the evaluations of students studying in mainstream classes to evaluations of students studying in special classes for learning and behavioural difficulties. In our research we asked our participants (N = 687) about their emotional experiences in academic settings when in class, studying, and taking tests. We measured students' positive emotions (enjoyment, hope, pride, relief) and negative emotions (anger, anxiety, shame, hopelessness, and boredom) (Academic Emotions Questionnaire (AEQ), Pekrun, 2000). Results showed that in academic achievement there were differences in grade, sex and class type level. In lower grades, students reported significantly better marks than those in upper grade levels. There was a significant difference between regular and special classes. Special class students reported lower marks than regular class students. According to our research, special class students' academic emotions do not differ from regular classes' students' emotions. The only significant difference occurred at grade level. In other words, those in lower grades reported significantly greater positive emotions and fewer negative emotions than those in upper grades. Based on this study, we can conclude that classes for students with learning and behavioural difficulties are a possibility to increase student retention in educational systems. Students, who during the earlier school years have had serious learning and behavioural problems, reported the same amount of positive and negative learning-related emotions than their peers from mainstream classes." (author's abstract).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2010/4