Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment

Abstract

The present study focused on students' academic enjoyment as predicted by achievement in multiple academic domains. Assumptions were based on Marsh's internal/external (I/E) frame of reference model and Pekrun's control-value theory of achievement emotions, and were tested in a sample of 1380 German students from grades 5 to 10. Students' academic enjoyment, self-concept, and achievement were assessed in relation to mathematics and verbal language classes. In line with assumptions of the I/ E model, mathematics performance assessed in the previous academic year positively predicted enjoyment in mathematics classes, and negatively predicted enjoyment in language classes. Language class performance positively predicted enjoyment in language classes, and negatively predicted enjoyment in mathematics classes. Corroborating assumptions derived from Pekrun's control-value theory, achievement/enjoyment relations were mediated by academic self-concepts. Despite stereotypic gender diVerences in mean values, linkages between constructs were invariant across genders.

Achievement goals, emotions, learning, and performance: A process model.

“…The first link postulated in Pekrun's control-value theory is from achievement goals to emotions related to learning and achievement. Consistent with recent research on achievement emotions exploring learning-related affective experiences beyond anxiety (Zeidner, 1998), the present study also evaluated the emotions of boredom (e.g., Nett, Goetz, & Daniels, 2010;Nett, Goetz, & Hall, 2011;Pekrun et al, 2010) and enjoyment (e.g., Goetz, Frenzel, Hall, & Pekrun, 2008;Goetz et al, 2006;Schukajlow et al, 2012). Following from recent studies examining students' emotions as mediators of goal-achievement relations (Daniels et al, 2009;Pekrun et al, 2009), mastery-approach goals were expected to positively predict enjoyment and negatively predict boredom, whereas performance-approach and performanceavoidance goals were expected to positively predict anxiety.…”

Measuring Self-Perceptions of Oral Narrative Competencies and Anxiety in the EFL Context

“…Thus, the foreign language constructs appeared to serve as a reference frame for the learners' self-beliefs in the L1. Thereby this finding contributed conceptually to extend the current research concerning the IE-model suggesting to consider the learners' competence beliefs and affective values more closely (Goetz, Frenzel, Hall & Pekrun, 2008;Jacobs, Lanza, Osgood, Eccles & Wigfield, 2002;Skaalvik & Valås, 1999), and it could differentiate and refine the model's scope with regard to the EFL context. Further research should clarify to which extent such contrasting effects might be dependent not only on comparative self-estimations but as well on intraindividually existing achievement differences between various subjects (Rost, Sparfeldt, Dickhäuser & Schilling, 2005).…”

Aburrimiento y disfrute en clase de Lengua española en secundaria: predictores motivacionales y efectos sobre el rendimiento

“…Así, Ainley y Ainley (2011), Frenzel, Goetz, Lüdke, Pekrun y Sutton (2009) y Goetz, Frenzel, Hall y Pekrun (2008) se centraron en la emoción de disfrute. Por su parte, Acee et al (2010), Daschmann, Goetz y Stupnisky (2011), Nett, Goetz y Daniels (2010), Nett, Goetz y Hall (2011) y Pekrun, Goetz, Daniels, Stupnisky y Perry (2010) tuvieron en el aburrimiento su foco de análisis.…”

“…2007Goetz et al, , 2008. Estas investigaciones, muchas de ellas con alumnos de secundaria, constataron que el rendimiento académico en distintas materias (matemáticas, física, ciencias naturales, inglés, música, alemán o latín) correlacionó intensa y positivamente con el disfrute.…”