Students' Daily Emotions in the Classroom: Intra-Individual Variability and Appraisal Correlates

Autor/inn/en	Ahmed, Wondimu; van der Werf, Greetje; Minnaert, Alexander; Kuyper, Hans
Titel	Students' Daily Emotions in the Classroom: Intra-Individual Variability and Appraisal Correlates
Quelle	In: British Journal of Educational Psychology, 80 (2010) 4, S.583-597 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1348/000709910X498544
Schlagwörter	Emotional Response; Grade 7; Value Judgment; Competence; Diaries; Hypothesis Testing; Correlation; Predictor Variables; Psychometrics; Emotional Experience; Emotional Adjustment; Student Adjustment + Suchen Sie Ihr Suchwort? Emotionales Verhalten; School year 07; 7. Schuljahr; Schuljahr 07; Werturteil; Kompetenz; Diary; Tagebuch; Hypothesenprüfung; Hypothesentest; Korrelation; Prädiktor; Psychometry; Psychometrie; Emotionale Anpassung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	Background: Recent literature on emotions in education has shown that competence- and value-related beliefs are important sources of students' emotions; nevertheless, the role of these antecedents in students' daily functioning in the classroom is not yet well-known. More importantly, to date we know little about intra-individual variability in students' daily emotions. Aims: The objectives of the study were (1) to examine within-student variability in emotional experiences and (2) to investigate how competence and value appraisals are associated with emotions. It was hypothesized that emotions would show substantial within-student variability and that there would be within-person associations between competence and value appraisals and the emotions. Sample:(s) The sample consisted of 120 grade 7 students (52%, girls) in 5 randomly selected classrooms in a secondary school. Method: A diary method was used to acquire daily process variables of emotions and appraisals. Daily emotions and daily appraisals were assessed using items adapted from existing measures. Results: Multi-level modelling was used to test the hypotheses. As predicted, the within-person variability in emotional states accounted for between 41% (for pride) and 70% (for anxiety) of total variability in the emotional states. Also as hypothesized, the appraisals were generally associated with the emotions. Conclusions: The within-student variability in emotions and appraisals clearly demonstrates the adaptability of students with respect to situational affordances and constraints in their everyday classroom experiences. The significant covariations between the appraisals and emotions suggest that within-student variability in emotions is systematic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10