The Domain Specificity of Academic Emotional Experiences

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2006
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Frenzel, Anne C.
Hall, Nathan C.
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The Journal of Experimental Education. 2006, 75(1), pp. 5-29. ISSN 0022-0973. Available under: doi: 10.3200/JEXE.75.1.5-29
Zusammenfassung

The authors analyzed the domain specificity of emotions and focused on experiences of enjoyment, anxiety, and boredom in the domains of mathematics, Latin, German, and English. On the basis of assumptions in R. Pekrun’s (2000; in press) control-value theory and findings of pilot studies, the authors hypothesized the existence of a largely domain-specific organization of emotional experiences. The sample consisted of 721 students from grades 7 to 10. Confirmatory multitrait–multimethod factor analysis of the 2-faceted dataset (emotions and domains) corroborated assumptions of domain specificity. Furthermore, using multilevel analysis, the authors found that emotions were significantly more domain-specific than students’ grades, with enjoyment being the most domain-specific of the three emotions under investigation. The authors discuss implications for future research and practice.

Zusammenfassung in einer weiteren Sprache
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370 Erziehung, Schul- und Bildungswesen
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domain specificity, academic emotional experiences, enjoyment, anxiety, boredom
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Zitieren
ISO 690GÖTZ, Thomas, Anne C. FRENZEL, Reinhard PEKRUN, Nathan C. HALL, 2006. The Domain Specificity of Academic Emotional Experiences. In: The Journal of Experimental Education. 2006, 75(1), pp. 5-29. ISSN 0022-0973. Available under: doi: 10.3200/JEXE.75.1.5-29
BibTex
@article{Gotz2006Domai-13753,
  year={2006},
  doi={10.3200/JEXE.75.1.5-29},
  title={The Domain Specificity of Academic Emotional Experiences},
  number={1},
  volume={75},
  issn={0022-0973},
  journal={The Journal of Experimental Education},
  pages={5--29},
  author={Götz, Thomas and Frenzel, Anne C. and Pekrun, Reinhard and Hall, Nathan C.}
}
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