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Antecedents of Academic Emotions : Testing the Internal/External Frame of Reference Model for Academic Enjoyment

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2006

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Frenzel, Anne Christiane
Hall, Nathan C.

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AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, , ed.. 2006 AERA Annual Meeting Program Supplement

Zusammenfassung

Academic enjoyment in students is a largely neglected emotion despite its importance for learning and achievement. The present study examined school grades as core antecedents of students academic enjoyment. We tested our hypotheses using a sample of 1,380 students from grades 5 to 10. As predicted by the I/E model (Marsh, 1986), better math performance was associated with more enjoyment in mathematics classes, but less enjoyment in German language classes. Better German language performance was associated with more enjoyment during German language instruction, but lower math enjoyment. In line with assumptions based on control-value theory of academic emotions (Pekrun, 2000), achievement/enjoyment relations were completely mediated by academic self-concepts. Implications for designing adequate educational environments which foster students psychological well-being and learning are discussed.

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370 Erziehung, Schul- und Bildungswesen

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Annual Meeting of the American Educational Research Association, 7. Apr. 2006 - 11. Apr. 2006, San Francisco
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ISO 690GÖTZ, Thomas, Anne Christiane FRENZEL, Reinhard PEKRUN, Nathan C. HALL, 2006. Antecedents of Academic Emotions : Testing the Internal/External Frame of Reference Model for Academic Enjoyment. Annual Meeting of the American Educational Research Association. San Francisco, 7. Apr. 2006 - 11. Apr. 2006. In: AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, , ed.. 2006 AERA Annual Meeting Program Supplement
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    <dcterms:abstract xml:lang="eng">Academic enjoyment in students is a largely neglected emotion despite its importance for learning and achievement. The present study examined school grades as core antecedents of students  academic enjoyment. We tested our hypotheses using a sample of 1,380 students from grades 5 to 10. As predicted by the I/E model (Marsh, 1986), better math performance was associated with more enjoyment in mathematics classes, but less enjoyment in German language classes. Better German language performance was associated with more enjoyment during German language instruction, but lower math enjoyment. In line with assumptions based on control-value theory of academic emotions (Pekrun, 2000), achievement/enjoyment relations were completely mediated by academic self-concepts. Implications for designing adequate educational environments which foster students  psychological well-being and learning are discussed.</dcterms:abstract>
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