Academic self-concept and emotion relations: Domain specificity and age effects

被引：162

作者：

Goetz, Thomas ^{[1
]}

Cronjaeger, Hanna ^{[1
]}

Frenzel, Anne C. ^{[2
]}

Luedtke, Oliver ^{[3
]}

Hall, Nathan C. ^{[4
]}

机构：

[1] Univ Konstanz, Dept Psychol, D-78457 Constance, Germany

[2] Univ Munich, Dept Psychol, D-80539 Munich, Germany

[3] Max Planck Inst Human Dev, Berlin, Germany

[4] Univ Maryland, Dept Human Dev, College Pk, MD 20742 USA

来源：

CONTEMPORARY EDUCATIONAL PSYCHOLOGY | 2010年 / 35卷 / 01期

关键词：

Academic self-concept; Academic emotions; Enjoyment; Pride; Anxiety; Anger; Boredom; ACHIEVEMENT EMOTIONS; GENDER-DIFFERENCES; BETWEEN-DOMAIN; MOTIVATION; STUDENTS; EFFICACY; PERSPECTIVES; ANTECEDENTS; COMPETENCE; DIMENSIONS;

D O I：

10.1016/j.cedpsych.2009.10.001

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The present study investigated the relations between academic self-concepts and the emotions of enjoyment, pride, anxiety, anger, and boredom as experienced in mathematics, physics, German, and English classes (N = 1710; grades 8 and 11). In line with our hypotheses derived from appraisal-based emotion theories and self-efficacy research, within-domain relations between self-concepts and emotions were relatively strong and notably stronger within quantitative domains (mathematics and physics) than verbal domains (German and English). Also consistent with our hypotheses, stronger relations between self-concepts and emotions were observed among older students. Self-concept and emotion relations further differed as a function of the specific emotion assessed, with pride showing the strongest and boredom the weakest relations with academic self-concepts in the four domains assessed. Methodological and educational implications as well as directions for future research are discussed. (C) 2009 Elsevier Inc. All rights reserved.

引用

页码：44 / 58

页数：15

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