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Academic emotions in students' self-regulated learning and achievement : a program of qualitative and quantitative research

Academic emotions in students' self-regulated learning and achievement : a program of qualitative and quantitative research

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PEKRUN, Reinhard, Thomas GÖTZ, Wolfram TITZ, Raymond P. PERRY, 2002. Academic emotions in students' self-regulated learning and achievement : a program of qualitative and quantitative research. In: Educational Psychologist. 37(2), pp. 91-105. ISSN 0046-1520

@article{Pekrun2002Acade-13885, title={Academic emotions in students' self-regulated learning and achievement : a program of qualitative and quantitative research}, year={2002}, doi={10.1207/S15326985EP3702_4}, number={2}, volume={37}, issn={0046-1520}, journal={Educational Psychologist}, pages={91--105}, author={Pekrun, Reinhard and Götz, Thomas and Titz, Wolfram and Perry, Raymond P.} }

<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:bibo="http://purl.org/ontology/bibo/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:dcterms="http://purl.org/dc/terms/" xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > <rdf:Description rdf:about="https://kops.uni-konstanz.de/rdf/resource/123456789/13885"> <dc:creator>Titz, Wolfram</dc:creator> <dc:creator>Götz, Thomas</dc:creator> <dcterms:title>Academic emotions in students' self-regulated learning and achievement : a program of qualitative and quantitative research</dcterms:title> <dc:rights>deposit-license</dc:rights> <dcterms:bibliographicCitation>First publ. in: Educational Psychologist 37 (2002), 2, pp. 91-106</dcterms:bibliographicCitation> <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2011-07-08T10:01:41Z</dc:date> <dc:creator>Pekrun, Reinhard</dc:creator> <dcterms:issued>2002</dcterms:issued> <dc:creator>Perry, Raymond P.</dc:creator> <bibo:uri rdf:resource="http://kops.uni-konstanz.de/handle/123456789/13885"/> <dcterms:abstract xml:lang="eng">Academic emotions have largely been neglected by educational psychology. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but positive emotions were described no less frequently than negative emotions. Based on the studies reviewed in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects of emotions, and of a control/value theory of their antecedents (R. Pekrun, 1992b, 2000), were tested in 7 cross-sectional, 3 longitudinal, and 1 diary study using samples of university and school students. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognitive resources, self-regulation, and academic achievement, as well as to personality and classroom antecedents. The findings indicate that affective research in educational psychology should acknowledge emotional diversity in academic settings by addressing the full range of emotions experienced by students.</dcterms:abstract> <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2011-07-08T10:01:41Z</dcterms:available> <dc:contributor>Götz, Thomas</dc:contributor> <dc:language>eng</dc:language> <dc:contributor>Pekrun, Reinhard</dc:contributor> <dc:contributor>Perry, Raymond P.</dc:contributor> <dcterms:rights rdf:resource="http://nbn-resolving.org/urn:nbn:de:bsz:352-20140905103605204-4002607-1"/> <dc:contributor>Titz, Wolfram</dc:contributor> </rdf:Description> </rdf:RDF>

Dateiabrufe seit 01.10.2014 (Informationen über die Zugriffsstatistik)

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