Publikation:

When Academic Technology Fails : Effects of Students' Attributions for Computing Difficulties on Emotions and Achievement

Lade...
Vorschaubild

Dateien

Maymon_2-1w5qg5ykfx9ou4.pdf
Maymon_2-1w5qg5ykfx9ou4.pdfGröße: 399.41 KBDownloads: 258

Datum

2018

Autor:innen

Herausgeber:innen

Kontakt

ISSN der Zeitschrift

Electronic ISSN

ISBN

Bibliografische Daten

Verlag

Schriftenreihe

Auflagebezeichnung

ArXiv-ID

Internationale Patentnummer

Link zur Lizenz

Angaben zur Forschungsförderung

Projekt

Open Access-Veröffentlichung
Open Access Gold
Core Facility der Universität Konstanz

Gesperrt bis

Titel in einer weiteren Sprache

Publikationstyp
Zeitschriftenartikel
Publikationsstatus
Published

Erschienen in

Social Sciences. 2018, 7(11), 223. eISSN 2076-0760. Available under: doi: 10.3390/socsci7110223

Zusammenfassung

As education experiences are increasingly mediated by technology, the present research explored how causal attributions for academic computing difficulties impacted emotions and achievement in two studies conducted with post-secondary students in North America and Germany. Study 1 (N = 1063) found ability attributions for computer problems to be emotionally maladaptive (more guilt, helplessness, anger, shame, regret, anxiety, and boredom), with strategy attributions being more emotionally adaptive (more hope, pride, and enjoyment). Study 2 (N = 788) further showed ability attributions for computer problems to predict poorer academic achievement (grade percentage) over and above effects of attributions for poor academic performance. Across studies, the effects of effort attributions for computer problems were mixed in corresponding to more negative computing-related emotions despite academic achievement benefits. Implications for future research on students’ academic computing attributions are discussed with respect to domain-specificity, intervention, and technical support considerations.

Zusammenfassung in einer weiteren Sprache

Fachgebiet (DDC)
370 Erziehung, Schul- und Bildungswesen

Schlagwörter

academic computing; motivation; emotions; academic achievement; post-secondary education; technology; computer problems

Konferenz

Rezension
undefined / . - undefined, undefined

Forschungsvorhaben

Organisationseinheiten

Zeitschriftenheft

Zugehörige Datensätze in KOPS

Zitieren

ISO 690MAYMON, Rebecca, Nathan C. HALL, Thomas GÖTZ, 2018. When Academic Technology Fails : Effects of Students' Attributions for Computing Difficulties on Emotions and Achievement. In: Social Sciences. 2018, 7(11), 223. eISSN 2076-0760. Available under: doi: 10.3390/socsci7110223
BibTex
@article{Maymon2018-11-07Acade-47096,
  year={2018},
  doi={10.3390/socsci7110223},
  title={When Academic Technology Fails : Effects of Students' Attributions for Computing Difficulties on Emotions and Achievement},
  number={11},
  volume={7},
  journal={Social Sciences},
  author={Maymon, Rebecca and Hall, Nathan C. and Götz, Thomas},
  note={Article Number: 223}
}
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/123456789/47096">
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2019-10-01T12:24:32Z</dc:date>
    <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/>
    <dc:creator>Hall, Nathan C.</dc:creator>
    <dc:contributor>Maymon, Rebecca</dc:contributor>
    <dcterms:rights rdf:resource="http://creativecommons.org/licenses/by/4.0/"/>
    <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
    <foaf:homepage rdf:resource="http://localhost:8080/"/>
    <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/47096"/>
    <dcterms:abstract xml:lang="eng">As education experiences are increasingly mediated by technology, the present research explored how causal attributions for academic computing difficulties impacted emotions and achievement in two studies conducted with post-secondary students in North America and Germany. Study 1 (N = 1063) found ability attributions for computer problems to be emotionally maladaptive (more guilt, helplessness, anger, shame, regret, anxiety, and boredom), with strategy attributions being more emotionally adaptive (more hope, pride, and enjoyment). Study 2 (N = 788) further showed ability attributions for computer problems to predict poorer academic achievement (grade percentage) over and above effects of attributions for poor academic performance. Across studies, the effects of effort attributions for computer problems were mixed in corresponding to more negative computing-related emotions despite academic achievement benefits. Implications for future research on students’ academic computing attributions are discussed with respect to domain-specificity, intervention, and technical support considerations.</dcterms:abstract>
    <dspace:hasBitstream rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/47096/3/Maymon_2-1w5qg5ykfx9ou4.pdf"/>
    <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2019-10-01T12:24:32Z</dcterms:available>
    <dc:language>eng</dc:language>
    <dc:contributor>Götz, Thomas</dc:contributor>
    <dcterms:title>When Academic Technology Fails : Effects of Students' Attributions for Computing Difficulties on Emotions and Achievement</dcterms:title>
    <dcterms:issued>2018-11-07</dcterms:issued>
    <dc:creator>Maymon, Rebecca</dc:creator>
    <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
    <dcterms:hasPart rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/47096/3/Maymon_2-1w5qg5ykfx9ou4.pdf"/>
    <dc:rights>Attribution 4.0 International</dc:rights>
    <dc:creator>Götz, Thomas</dc:creator>
    <dc:contributor>Hall, Nathan C.</dc:contributor>
  </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
Ja
Diese Publikation teilen