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

Abstract

In recent years, much research attention has been directed to the role of self-concept on the one hand, and more affective constructs including emotions, on the other hand, in academic development. However, we lack empirical knowledge on the relations between academic self-concept and discrete emotional experience, and what factors may moderate these relationships. Based on theoretical assumptions and previous empirical findings, moderate to strong relations overall were anticipated between academic self-concepts and emotions. Consistent with previous findings (Goetz et al., 2007), it was anticipated that within-domain relations should be stronger in the more homogeneous, science-related domains of mathematics and physics, than in the more heterogeneous, language-oriented domains of German and English. Based on Marsh and Ayotte s (2003) differential distinctiveness hypothesis, previous emotion research and motivation studies, it was hypothesized that the relations between self-concept and emotions for older students (grade 11) should be stronger in magnitude than for younger students (grade 8). The sample consisted of 1,710 German high-school students (44% female) with a mean age of 15.71 years (SD = 1.64). Two grade levels were assessed, including 973 students from grade 8, and 737 students from grade 11. Academic self-concept and academic emotions were assessed using self-report measures. We analyzed our data by combining structural equation modeling (SEM) and hierarchical linear modeling (HLM). In line with the assumptions of appraisal theory, within-domain relations of self-concepts and academic emotions were relatively strong. Relations were also notably stronger within quantitative domains (mathematics and physics) than more heterogeneous verbal domains (German and English). Consistent with our hypotheses, stronger relations between self-concepts and emotions were observed among older students. Self-concept and emotion relations were also found to differ 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.