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

Goetz, Thomas; Haag, Ludwig; Lipnevich, Anastasiya A.; Keller, Melanie; Frenzel, Anne C.; Collier, Antonie Paula Magdalena

doi:10.3389/fpsyg.2014.01153

Cited by 33 publications

(21 citation statements)

References 74 publications

(100 reference statements)

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“…Aunque en general las emociones positivas (como la alegría) se asocian positivamente con el aprendizaje, y las negativas (como el aburrimiento) se asocian negativamente, esta asociación puede ser tanto directa (por ejemplo, un poco de nerviosismo puede mejorar el aprendizaje) como inversa (mucho nerviosismo inhibe el aprendizaje) (Tyng et al, 2017). Además, esta asociación depende tanto de la asignatura como del contexto académico (Goetz et al, 2007;Pekrun et al, 2011). Estudios neurofisiológicos muestran como, en el cerebro, las emociones y diferentes procesos cognitivos (memoria, atención o capacidad de resolver problemas) están integrados en áreas críticas para la regulación del flujo de información entre diferentes regiones (Gu et al, 2013).…”

Section: Las Emociones En El Aula Condicionan El Aprendizajeunclassified

“…Clases prácticas pasadas Previo a práctica de extracción de Estos resultados sugirieren que el factor 1 corresponde a las emociones positivas mientras que el factor 2 corresponde a las negativas. Tanto la intercorrelación entre emociones de la misma valencia, como su ajuste a un modelo factorial, han sido observados ya en emociones estimadas mediante instrumentos más complejos que utilizan varios ítems para determinar cada emoción (Goetz et al, 2007;Pekrun et al, 2011).…”

Section: Clases Expositivas Pasadasunclassified

“…Otra limitación del presente estudio está relacionada con el número de participantes, ya que este es reducido y perteneciente a una población muy concreta: conocimientos de Biología en maestros en formación inicial. A pesar de esto, los resultados obtenidos concuerdan con estudios previos realizados con muestras más amplias y pertenecientes a otras poblaciones (Goetz et al, 2007;Trigwell et al, 2012). La mayor parte de estas investigaciones se han realizado en relación con materias asociadas a emociones negativas (Matemáticas, Física, Química o idiomas).…”

Section: Limitaciones E Implicaciones Educativasunclassified

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Emociones académicas y aprendizaje de biología, una asociación duradera

et al. 2019

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RESUMEN • Los alumnos experimentan una gran diversidad de emociones en el ámbito académico. Estas emociones y el aprendizaje se condicionan recíprocamente, lo que sugiere que el resultado del aprendizaje que perdura desde etapas educativas previas podría estar relacionado con las emociones experimentadas entonces. Para comprobarlo, en este trabajo se comparan los resultados de aprendizaje de Biología que perduran desde la Educación Secundaria con el recuerdo de algunas emociones experimentadas durante dicha etapa, en dos contextos educativos, en una muestra de 152 futuros maestros. Los resultados indican que existe una asociación significativa entre ese recuerdo y el aprendizaje de conceptos biológicos adquiridos en Secundaria. PALABRAS CLAVE: Emociones académicas; Aprendizaje duradero; Cuestionario autoinforme; Biología. ABSTRACT • The classroom is an emotional place. There is virtually no major human emotion which is not experienced in academic settings. Emotional state and learning influence each other, suggesting that a long-lasting association may be maintained. To assess this possibility, this contribution explores the association between biology learning outcomes, perpetuated from Secondary Education, and past emotions experienced at this stage (in two different academic settings) by a sample of 152 pre-service teachers. Correlation analysis supports a significant relationship between past emotions and longlasting learning outcomes of key Biology concepts acquired during Secondary education.

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Section: Las Emociones En El Aula Condicionan El Aprendizajeunclassified

Section: Clases Expositivas Pasadasunclassified

Section: Limitaciones E Implicaciones Educativasunclassified

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Emociones académicas y aprendizaje de biología, una asociación duradera

et al. 2019

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“…Mathematics is a domain of high importance, given the need for basic mathematical competencies in many degree programs and professional careers, making the frequent reports of math anxiety by students a cause for concern (Goetz et al, 2004 , 2014 ). In general, greater anxiety has been found to contribute to lower well-being (Diener, 2000 ) and poorer achievement outcomes, as well as lower long-term academic motivation and use of more superficial learning strategies (Pekrun et al, 2002 ).…”

Section: Introductionmentioning

confidence: 99%

Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety

et al. 2015

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Mathematics is associated with anxiety for many students; an emotion linked to lower well-being and poorer learning outcomes. While findings typically show females to report higher trait math anxiety than males, no gender differences have to date been found in state (i.e., momentary) math anxiety. The present diary study aimed to replicate previous findings in investigating whether levels of academic self-concept was related to this discrepancy in trait vs. state anxiety measures. Additionally, mathematics-related gender stereotype endorsement (mathematics is a male domain) was investigated as an additional predictor of the trait-state discrepancy. The sample included 755 German 9th and 10th graders who completed self-report measures of trait math anxiety, math self-concept, and gender stereotype endorsement, in addition to state measures of anxiety after math classes by use of a standardized diary for 2–3 weeks (Nwithin = 6207). As expected, females reported higher trait math anxiety but no gender differences were found for state math anxiety. Also in line with our assumptions, multilevel analyses showed the discrepancy between trait and state anxiety to be negatively related to students' self-concept (i.e., a lower discrepancy for students with higher self-concepts). Furthermore, gender stereotype endorsement differentially predicted the trait-state discrepancy: When controlling for self-concept in mathematics, females who endorsed the gender stereotype of math being a male domain more strongly overestimated their trait math anxiety as compared to their state anxiety whereas this effect was not significant for males. The present findings suggest that gender stereotype endorsement plays an important role in explaining gender differences in math anxiety above and beyond academic self-concept. Implications for future research and educational practice are discussed.

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“…Researchers have shown that students almost always experience negative emotions in mathematical settings, e.g., anxiety, anger, hopelessness, shame, boredom, frustration, concern and nervousness (Ahmed et al, 2013;Goetz, Haag, Lipnevitch, Keller et al, 2014;Op't Eynde, De Corte, & Mercken, 2004). Since negative emotions impair academic achievement, it is of great importance to help students regulate them, that is, to "influence which emotions they have, when they have them, and how they experience and express these emotions" (Gross, 1998: p. 275).…”

Section: Introductionmentioning

confidence: 99%

Children’s Emotion Regulation Scale in Mathematics (CERS-M): Development and Validation of a Self-Reported Instrument

Hanin¹,

Grégoire²,

Mikolajczak³

et al. 2017

PSYCH

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This article introduces the development and validation of a self-report questionnaire: the Children's Emotion Regulation scale in Mathematics (CERS-M). Results highlighted a) through exploratory and confirmatory factor analyses, a meaningful six-factor model (emotion expression, task utility selfpersuasion, help-seeking, negative self-talk, brief attentional relaxation, and dysfunctional avoidance); b) satisfactory internal reliabilities; c) test-retest reliability scores indicative of a satisfactory stability of the measures over time; d) preliminary evidence of convergent and discriminant validity with CERS-M being very weakly linked to verbal skill and moderately to emotion regulation strategies measured through the Flemish version of the COPE-questionnaire; e) preliminary evidence of criterion validity, with CERS-M scores predicting math anxiety, and to a lesser extent, students' performance; f) preliminary evidence of incremental validity, with the CERS-M predicting math anxiety and performance over and above emotion regulation measured by the COPEquestionnaire. Findings constitute encouraging preliminary psychometric characteristics in favor of the use of the CERS-M.

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

Cited by 33 publications

References 74 publications

Emociones académicas y aprendizaje de biología, una asociación duradera

Emociones académicas y aprendizaje de biología, una asociación duradera

Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety

Children’s Emotion Regulation Scale in Mathematics (CERS-M): Development and Validation of a Self-Reported Instrument

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