Students' Emotions during Homework: Structures, Self-Concept Antecedents, and Achievement Outcomes

Autor/inn/en	Goetz, Thomas; Nett, Ulrike E.; Martiny, Sarah E.; Hall, Nathan C.; Pekrun, Reinhard; Dettmers, Swantje; Trautwein, Ulrich
Titel	Students' Emotions during Homework: Structures, Self-Concept Antecedents, and Achievement Outcomes
Quelle	In: Learning and Individual Differences, 22 (2012) 2, S.225-234 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2011.04.006
Schlagwörter	Foreign Countries; Homework; Educational Practices; Grade 11; Self Concept; Grade 8; Intellectual Disciplines; Student Characteristics; Affective Behavior; Academic Achievement; Student Attitudes; Classroom Environment; Affective Measures; Correlation; Germany + Suchen Sie Ihr Suchwort? Ausland; Hausaufgabe; Bildungspraxis; School year 11; 11. Schuljahr; Schuljahr 11; Selbstkonzept; School year 08; 8. Schuljahr; Schuljahr 08; Geisteswissenschaften; Affective disturbance; Active behaviour; Affektive Störung; Schulleistung; Schülerverhalten; Klassenklima; Unterrichtsklima; Korrelation; Deutschland
Abstract	In the present study (N = 553; 8th and 11th grade students; 52% female) we investigated students' enjoyment, pride, anxiety, anger, and boredom while completing homework (homework emotions), and contrasted these emotions with those experienced during class (classroom emotions). Both homework emotions and classroom emotions were assessed separately for the domains of mathematics, physics, German, and English. Our hypotheses were based on propositions of the control-value theory of achievement emotions (Pekrun, 2006), Marsh and Ayotte's (2003) differential distinctiveness hypothesis, and previous empirical findings. In line with our assumptions, observed correlations between homework emotions and classroom emotions suggested that the emotions experienced in the two settings should be assessed separately. Within domains, both homework emotions and classroom emotions showed clear linkages with students' academic self-concept and achievement outcomes, with self-concept being slightly more strongly related to classroom emotions. Between-domain relations of emotions were significantly stronger for homework emotions as compared to classroom emotions, likely due to the relative situational homogeneity of homework settings across domains. Further, between-domain relations for emotions in both settings were weaker in 11th grade students, whereas within-domain relations did not differ as a function of age. Implications for research and educational practice are discussed. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10