Zur Fremdeinschätzung von Schülerselbstkonzepten durch Lehrer und Mitschüler

Pohlmann, Britta; Möller, Jens; Streblow, Lilian

doi:10.1024/1010-0652.18.34.157

Cited by 28 publications

(27 citation statements)

References 38 publications

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“…Furthermore, as predicted by Marsh and Ayotte's (2003) differential distinctiveness hypothesis, weaker between-domain relations (i.e., greater domain-specificity) were also found for older students for both homework and classroom emotions. In contrast to teachers' tendency to view students' attributes as habitual and domain-general in nature (Marsh, 1993;Marsh, Smith, & Barnes, 1983;Pohlmann, Moeller, & Streblow, 2004), these results thus suggest that it is more appropriate for educators to view students' academic emotions, especially those of older students, as linked to specific subjects in both the classroom setting (e.g., enjoyment of math classes) as well as homework situations (e.g., enjoyment of math homework). …”

Section: Discussioncontrasting

confidence: 58%

Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes

Goetz

Nett

Martiny

et al. 2012

Learning and Individual Differences

165

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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.

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Section: Discussioncontrasting

confidence: 58%

Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes

Goetz

Nett

Martiny

et al. 2012

Learning and Individual Differences

165

View full text Add to dashboard Cite

show abstract

“…This finding stands in contrast to several studies indicating that teachers tend to view individual students' characteristics as habitual, domain-general attributes and not as domain-specific phenomena (see Marsh, 1993;Marsh, Smith, & Barnes, 1983;Pohlmann, Moller, & Streblow, 2004). Thus, one can assume that false judgments are often made by teachers with regard to the emotional experiences of their students in different domains.…”

Section: Discussioncontrasting

confidence: 51%

The Domain Specificity of Academic Emotional Experiences

Goetz¹,

Frenzel²,

Pekrun³

et al. 2006

The Journal of Experimental Education

191

107

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ABSTRACT. The authors analyzed the domain specificity of emotions and focused on experiences of enjoyment, anxiety, and boredom in the domains of mathematics, Latin, German, and English. On the basis of assumptions in R. Pekrun's (2000; in press) con· trol·value theory and findings of pilot studies, the authors hypothesized the existence of a largely domain-specific organization of emotional experiences. The sample consisted of 721 students from grades 7 to 10. Confirmatory multitrait-multimethod factor analysis of the 2-faceted dataset (emotions and domains) corroborated assumptions of domain specificity. Furthermore, using multilevel analysis, the authors found that emotions were significantly more domain-specific than students' grades, with enjoyment being the most domain-specific of the three emotions under investigation. The authors discuss implications for future research and practice.

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“…To enhance the eVectiveness of instruction (e.g., by adapting teaching to individual diVerences; cf., Snow & Swanson, 1992), educators should be made aware of the domain speciWcity of students' emotional experiences. Previous studies have shown that teachers tend to perceive individual student characteristics as habitual, domain-transcending attributes (cf., Marsh, 1993;Pohlmann, Möller, & Streblow, 2004). In view of our Wndings on the domain-speciWc organization of academic enjoyment, it can be assumed that teachers' domain-general conceptions can lead to false inferences regarding the emotions experienced by individual students in diVerent domains.…”

Section: Discussionmentioning

confidence: 99%

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

Goetz

Frenzel

Hall

et al. 2008

Contemporary Educational Psychology

262

161

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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.

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Zur Fremdeinschätzung von Schülerselbstkonzepten durch Lehrer und Mitschüler

Cited by 28 publications

References 38 publications

Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes

Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes

The Domain Specificity of Academic Emotional Experiences

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

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