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

Lade...
Vorschaubild
Dateien
Zu diesem Dokument gibt es keine Dateien.
Datum
2009
Autor:innen
Frenzel, Anne C.
Cronjäger, Hanna
Herausgeber:innen
Kontakt
ISSN der Zeitschrift
Electronic ISSN
ISBN
Bibliografische Daten
Verlag
Schriftenreihe
Auflagebezeichnung
DOI (zitierfähiger Link)
ArXiv-ID
Internationale Patentnummer
Angaben zur Forschungsförderung
Projekt
Open Access-Veröffentlichung
Core Facility der Universität Konstanz
Gesperrt bis
Titel in einer weiteren Sprache
Forschungsvorhaben
Organisationseinheiten
Zeitschriftenheft
Publikationstyp
Sonstiges, Konferenz
Publikationsstatus
Published
Erschienen in
American Educational Research Association (AERA) annual meeting. San Diego, Calif., April 2009 ; also presented at the second conference on Noncognitive Skills of the ZEW Leibniz Research Network, Konstanz, März 2009
Zusammenfassung

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.

Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
370 Erziehung, Schul- und Bildungswesen
Schlagwörter
Konferenz
American Educational Research Association (AERA), Apr. 2009, San Diego, CA
Rezension
undefined / . - undefined, undefined
Zitieren
ISO 690GÖTZ, Thomas, Anne C. FRENZEL, Hanna CRONJÄGER, 2009. Academic self-concept and discrete emotion relations : domain specificity and age effects. American Educational Research Association (AERA). San Diego, CA, Apr. 2009. In: American Educational Research Association (AERA) annual meeting. San Diego, Calif., April 2009 ; also presented at the second conference on Noncognitive Skills of the ZEW Leibniz Research Network, Konstanz, März 2009
BibTex
RDF
<rdf:RDF
    xmlns:dcterms="http://purl.org/dc/terms/"
    xmlns:dc="http://purl.org/dc/elements/1.1/"
    xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
    xmlns:bibo="http://purl.org/ontology/bibo/"
    xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#"
    xmlns:foaf="http://xmlns.com/foaf/0.1/"
    xmlns:void="http://rdfs.org/ns/void#"
    xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > 
  <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/1692">
    <dcterms:title>Academic self-concept and discrete emotion relations : domain specificity and age effects</dcterms:title>
    <dcterms:issued>2009</dcterms:issued>
    <dc:creator>Götz, Thomas</dc:creator>
    <dc:creator>Frenzel, Anne C.</dc:creator>
    <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
    <dc:contributor>Götz, Thomas</dc:contributor>
    <foaf:homepage rdf:resource="http://localhost:8080/"/>
    <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2011-03-23T09:30:11Z</dcterms:available>
    <dc:rights>terms-of-use</dc:rights>
    <dcterms:abstract xml:lang="eng">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.</dcterms:abstract>
    <dc:creator>Cronjäger, Hanna</dc:creator>
    <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/>
    <dcterms:bibliographicCitation>Paper presented at the American Educational Research Association (AERA) annual meeting. San Diego, Calif., April 2009; also presented at the second conference on Noncognitive Skills of the ZEW   Leibniz Research Network, Konstanz, März 2009</dcterms:bibliographicCitation>
    <dc:language>eng</dc:language>
    <dc:contributor>Frenzel, Anne C.</dc:contributor>
    <bibo:uri rdf:resource="http://kops.uni-konstanz.de/handle/123456789/1692"/>
    <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
    <dc:contributor>Cronjäger, Hanna</dc:contributor>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2011-03-23T09:30:11Z</dc:date>
    <dcterms:rights rdf:resource="https://rightsstatements.org/page/InC/1.0/"/>
  </rdf:Description>
</rdf:RDF>
Interner Vermerk
xmlui.Submission.submit.DescribeStep.inputForms.label.kops_note_fromSubmitter
Kontakt
URL der Originalveröffentl.
Prüfdatum der URL
Prüfungsdatum der Dissertation
Finanzierungsart
Kommentar zur Publikation
Allianzlizenz
Corresponding Authors der Uni Konstanz vorhanden
Internationale Co-Autor:innen
Universitätsbibliographie
Ja
Begutachtet
Diese Publikation teilen