Between-domain relations of students' academic emotions and their judgments of school domain similarity.

Autor/inn/en	Goetz, Thomas; Haag, Ludwig; Lipnevich, Anastasiya A.; Keller, Melanie M.; Frenzel, Anne C.; Collier, Antonie P. M.
Titel	Between-domain relations of students' academic emotions and their judgments of school domain similarity. Gefälligkeitsübersetzung: Fächerbeziehungen akademischer Emotionen von Schülern und deren Beurteilungen der Fächerähnlichkeit.
Quelle	In: Frontiers in psychology, (2014) 5, 14 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2014.01153
Schlagwörter	Einstellung (Psychologie); Emotion; Sekundarbereich; Lehrer; Schüler; Schülerin
Abstract	With the aim to deepen our understanding of the between-domain relations of academic emotions, a series of three studies was conducted. It was 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 = 1,709; 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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3