Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes

Götz, Thomas; Dettmers, Swantje; Trautwein, Ulrich; Lüdtke, Oliver; Frenzel, Anne C.; Pekrun, Reinhard

Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes

Files

dettmers_ua_students.pdf(778.36 KB)

Date

2010

Authors

Götz, Thomas

Dettmers, Swantje

Trautwein, Ulrich

Lüdtke, Oliver

Frenzel, Anne C.

Pekrun, Reinhard

Publication type

Journal article

Published in

Contemporary Educational Psychology ; 36 (2010), 1. - pp. 25-35. - ISSN 0361-476X. - eISSN 1090-2384

Abstract

The experience of pleasant and unpleasant emotions in academic situations is known to affect students’ learning. The aim of the present study was to extend previous research by examining the antecedents and consequences of student emotions in the homework context. Multilevel analyses of a longitudinal dataset containing 3483 grade 9 and grade 10 students in 155 classes showed that the perceived quality of the homework tasks assigned by the teacher affected students’ experience of unpleasant homework-related emotions. Moreover, the experience of unpleasant emotions during homework sessions was negatively related to homework effort and negatively predicted later achievement in mathematics.

Subject (DDC)

150 Psychology

Keywords

Homework,Achievement emotions,Homework emotions,Effort Academic achievement

Cite This

ISO 690

GÖTZ, Thomas, Swantje DETTMERS, Ulrich TRAUTWEIN, Oliver LÜDTKE, Anne C. FRENZEL, Reinhard PEKRUN, 2010. Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. In: Contemporary Educational Psychology. 36(1), pp. 25-35. ISSN 0361-476X. eISSN 1090-2384. Available under: doi: 10.1016/j.cedpsych.2010.10.001

BibTex

@article{Gotz2010Stude-13374,
  year={2010},
  doi={10.1016/j.cedpsych.2010.10.001},
  title={Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes},
  number={1},
  volume={36},
  issn={0361-476X},
  journal={Contemporary Educational Psychology},
  pages={25--35},
  author={Götz, Thomas and Dettmers, Swantje and Trautwein, Ulrich and Lüdtke, Oliver and Frenzel, Anne C. and Pekrun, Reinhard}
}

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Bibliography of Konstanz

Yes