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

Kurzanzeige
dc.contributor.authorGötz, Thomas
dc.contributor.authorCronjäger, Hannadeu
dc.contributor.authorFrenzel, Anne C.deu
dc.contributor.authorLüdtke, Oliverdeu
dc.contributor.authorHall, Nathan C.deu
dc.date.accessioned2011-03-25T15:26:15Zdeu
dc.date.available2011-03-25T15:26:15Zdeu
dc.date.issued2010deu
dc.description.abstractThe 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 selfconcepts 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.eng
dc.description.versionpublished
dc.format.mimetypeapplication/pdfdeu
dc.identifier.citationFirst publ. in: Contemporary Educational Psychology 35 (2010), 1, pp. 44-58deu
dc.identifier.doi10.1016/j.cedpsych.2009.10.001
dc.identifier.ppn337833079deu
dc.identifier.urihttp://kops.uni-konstanz.de/handle/123456789/12352
dc.language.isoengdeu
dc.legacy.dateIssued2011deu
dc.rightsterms-of-usedeu
dc.rights.urihttps://rightsstatements.org/page/InC/1.0/deu
dc.subjectacademic self-conceptdeu
dc.subjectacademic emotionsdeu
dc.subjectenjoymentdeu
dc.subjectpridedeu
dc.subjectangerdeu
dc.subjectboredomdeu
dc.subject.ddc370deu
dc.titleAcademic self-concept and emotion relations : domain specificity and age effectseng
dc.typeJOURNAL_ARTICLEdeu
dspace.entity.typePublication
kops.citation.bibtex
@article{Gotz2010Acade-12352,
  year={2010},
  doi={10.1016/j.cedpsych.2009.10.001},
  title={Academic self-concept and emotion relations : domain specificity and age effects},
  number={1},
  volume={35},
  journal={Contemporary Educational Psychology},
  pages={44--58},
  author={Götz, Thomas and Cronjäger, Hanna and Frenzel, Anne C. and Lüdtke, Oliver and Hall, Nathan C.}
}
kops.citation.iso690GÖTZ, Thomas, Hanna CRONJÄGER, Anne C. FRENZEL, Oliver LÜDTKE, Nathan C. HALL, 2010. Academic self-concept and emotion relations : domain specificity and age effects. In: Contemporary Educational Psychology. 2010, 35(1), pp. 44-58. Available under: doi: 10.1016/j.cedpsych.2009.10.001deu
kops.citation.iso690GÖTZ, Thomas, Hanna CRONJÄGER, Anne C. FRENZEL, Oliver LÜDTKE, Nathan C. HALL, 2010. Academic self-concept and emotion relations : domain specificity and age effects. In: Contemporary Educational Psychology. 2010, 35(1), pp. 44-58. Available under: doi: 10.1016/j.cedpsych.2009.10.001eng
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