Project

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Structure and Antecedents of Academic Emotions: Longitudinal Analyses on Habitual and State Emotions Across and Within School Domains

English title Structure and Antecedents of Academic Emotions: Longitudinal Analyses on Habitual and State Emotions Across and Within School Domains
Applicant Götz Thomas
Number 131713
Funding scheme Project funding (Div. I-III)
Research institution Pädagogische Hochschule Thurgau
Institution of higher education Pädagogische Hochschule Thurgau - PHTG
Main discipline Psychology
Start/End 01.10.2011 - 31.07.2015
Approved amount 287'225.00
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Keywords (6)

Academic Emotions; School Domains; Achievement; Gender; Longitudinal Design; Antecedents

Lay Summary (English)

Lead
Lay summary
The present project explores the structure of students’ academic emotions with respect to potentially differential relations within and across subject domains, and the potential influence of critical, underlying antecedent variables (learning environment, cognitive appraisals) on these structural relations. In relation to current lines of research on academic emotions, this project intersects with research on educational psychology and empirical educational research. With the exceptions of research on emotions in achievement settings based on attribution theory (see Weiner, 1985, 2001) and an extensive body of research on test anxiety since the 1950s (Sarason & Mandler, 1952; Zeidner, 1998) academic emotions were largely neglected in educational research until the mid-1990s. Over the past ten years, the importance of academic emotions has been increasingly recognized as reflected in a discernable proliferation of theoretical and empirical contributions on emotions in education (see Efklides & Volet, 2005; Linnenbrink, 2006; Linnenbrink & Pekrun, in press; Schutz & Lanehart, 2002; Schutz & Pekrun, 2007).Despite this increase in empirical studies on academic emotions, a lack of knowledge remains concerning the structure of academic emotions, namely on their relations across and within academic domains. From a scientific perspective, between- and within-domain relations of academic emotions, and the potential predictive effects of critical antecedent variables, represent unexplored yet important topics for future research because of their potential contributions to our understanding of the structure of academic emotions. From an educational perspective, this knowledge is also relevant to teacher education curricula and the development of interventions aimed at improving teachers’ diagnostic competence concerning students’ emotions and their antecedents. Consequently, this research should serve to foster teachers’ knowledge about how to impact students’ emotions so as to foster positive and minimize negative emotions in the classroom.In light of shortcomings of previous research, the present project aims to contribute to the existing research gaps by focusing on the strength of between- and within-domain relations of students’ academic emotions as experienced in five academic domains (German, French, English, mathematics, history). The project will assess discrete emotions common to academic settings, namely enjoyment, pride, relaxation, anxiety, anger, shame, and boredom (Pekrun, Goetz, Titz, & Perry, 2002). In so doing, the proposed research will (1) adopt a longitudinal design (grades 9 to 11), (2) assess of both habitual and state emotions, and (3) explicitly evaluate possible gender effects on between- and within-domain relations of academic emotional experiences. The proposed research also goes beyond previous studies on academic emotion relations in (4) investigating the influence of antecedents of academic emotions on the structural relations between students’ emotions both between and within academic domains as outlined in Pekrun’s (2006, 2009) control-value theory of academic emotions. Our sample consists of 9th to 11th graders assessed using (1) questionnaires to measure habitual constructs (N = 800), (2) a real-life assessment tool referred to as Experience Sampling to evaluate state constructs (N = 140 [subsample of the 800 students]; Hektner, Schmidt, & Csikszentmihalyi, 2007), and (3) semi-structured qualitative interviews for in depth-analyses (N = 40 [subsample of the 800 students]). In sum, the proposed project aims to improve upon and extend previous research on the structural relations between academic emotions and their antecedents by addressing important theoretical concerns and adopting sophisticated research methods.
Direct link to Lay Summary Last update: 21.02.2013

Responsible applicant and co-applicants

Employees

Publications

Publication
Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach.
Goetz T, Sticca F, Pekrun. R., Murayama K., Elliot A. J. (2016), Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach., in Learning & Instruction, 41, 115-125.
Sind Emotionen ansteckend?
Becker Eva Susann, Feucht Wolfgang (2015), Sind Emotionen ansteckend?, in Lehren & Lernen, 41(1), 15-19.
What Students Think They Feel Differs from What They Really Feel – Academic Self-Concept Moderates the Discrepancy between Students’ Trait and State Emotional Self-Reports
Bieg Madeleine, Goetz Thomas, Lipnevich Anastasiya A. (2015), What Students Think They Feel Differs from What They Really Feel – Academic Self-Concept Moderates the Discrepancy between Students’ Trait and State Emotional Self-Reports, in PLoS ONE, 9(3), e92563.
Feeling and showing: A new conceptualization of dispositional teacher enthusiasm and its relation to students' interest
Keller Melanie, Goetz Thomas, Becker Eva Susann, Morger Vinzenz, Hensley Lauren (2014), Feeling and showing: A new conceptualization of dispositional teacher enthusiasm and its relation to students' interest, in Learning and Instruction, 33, 29-38.
The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis
Becker Eva Susann, Goetz Thomas, Morger Vinzenz, Ranellucci John (2014), The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis, in Teaching and Teacher Education, 43, 15-26.
Short- and long-term effects of over-reporting of academic grades on academic self-concept and academic achievement
Sticca Fabio, Goetz Thomas, Nett Ulrike, Hubbard Kyle, Haag Ludwig, Short- and long-term effects of over-reporting of academic grades on academic self-concept and academic achievement, in Journal of Educational Psychology.

Collaboration

Group / person Country
Types of collaboration
Mc Gill University, Department: Educational & Counselling Psychology, Learning Sciences Canada (North America)
- in-depth/constructive exchanges on approaches, methods or results
- Publication
- Research Infrastructure
- Exchange of personnel
Educational Psychology, Queens College, New York United States of America (North America)
- in-depth/constructive exchanges on approaches, methods or results
- Publication
- Exchange of personnel
Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik, Abt. Erziehungswissensch Germany (Europe)
- in-depth/constructive exchanges on approaches, methods or results
- Publication
Deutsches Institut für Bildungsforschung, Frankfurt, Abt. Bildung und Entwicklung Germany (Europe)
- in-depth/constructive exchanges on approaches, methods or results
- Publication

Scientific events

Active participation

Title Type of contribution Title of article or contribution Date Place Persons involved
Kongress der Deutschen Gesellschaft für Psychologie (DGPs) Talk given at a conference Mit Enthusiasmus und Leidenschaft! Überlegungen zur konzeptuellen Überlappung von Freude, Enthusiasmus und Leidenschaft bei Lehrkräften und eine empirische Prüfung. 18.09.2016 Leipzig, Germany Becker Eva;
Annual Meeting of the American Educational Research Association Talk given at a conference The effects of boredom due to being over- or underchallenged on students‘ occupational choice intentions. 27.04.2016 Washington, DC, United States of America Götz Thomas;
Kongress der Gesellschaft für Empirische Bildungsforschung (GEBF) Poster Schulische Langeweile und Berufswahlintentionen: Mehr als nur Über- oder Unterforderung? 09.03.2016 Berlin, Germany Götz Thomas;
Konferenz der Gesellschaft für Empirische Bildungsforschung (GEBF) Talk given at a conference Long-term associations between self-concept and achievement: Examining the reciprocal internal/external frame of reference model from a developmental perspective. 09.03.2016 Berlin, Germany Götz Thomas; Sticca Fabio;
Konferenz der Gesellschaft für Empirische Bildungsforschung (GEBF) Talk given at a conference Short- and long-term effects of over-reporting of grades on academic self-concept and achievement. 07.03.2016 Berlin, Germany Götz Thomas; Sticca Fabio;
Tagung der Fachgruppe Methoden und Evaluation der DGPs Talk given at a conference Applications of advanced latent longitudinal modeling techniques in educational research. 16.09.2015 Jena, Germany Sticca Fabio;
Tagung der Fachgruppe Methoden und Evaluation der DGPs Talk given at a conference Short- and long-term effects of over-reporting of grades on academic self-concept and achievement 16.09.2015 Jena, Germany Sticca Fabio; Götz Thomas;
Vortragsreihe Genderforschung Individual talk Haben Mädchen tatsächlich mehr Angst vor Mathe? 08.10.2013 Wien, Austria Götz Thomas;
Biennial Conference for Research on Learning and Instruction (EARLI) Talk given at a conference Teacher Enthusiasm and Expressiveness: Two Sides of One Coin 27.08.2013 München, Germany Becker Eva; Morger Vinzenz; Götz Thomas;
16th Biennial Meeting of the International Society for the Study of Individual Differences (ISSID) Talk given at a conference How Important Are Teachers’ Emotions in Class for Their Students’ Emotions and Motivation Above and Beyond Cognitive Activating Instruction 22.07.2013 Barcelona, Spain Becker Eva; Götz Thomas; Morger Vinzenz;
Annual meeting of the American Educational Research Association (AERA) Poster Me and my teacher: Emotional crossover in the classroom – An experience-sampling-analysis 27.04.2013 San Francisco, United States of America Becker Eva; Götz Thomas; Morger Vinzenz;
Konferenz der Gesellschaft für Empirische Bildungsforschung (GEBF) Talk given at a conference Lehrerenthusiasmus und Expressivität: Zwei Seiten einer Medaille? 11.03.2013 Kiel, Germany Morger Vinzenz; Becker Eva; Götz Thomas;
Konferenz der Gesellschaft für Empirische Bildungsforschung (GEBF) Talk given at a conference Lehrerenthusiasmus und Expressivität: Zwei Seiten einer Medaille? 11.03.2013 Kiel, Germany Götz Thomas; Morger Vinzenz; Becker Eva;


Communication with the public

Communication Title Media Place Year
Print (books, brochures, leaflets) Ergebnisrückmeldung SEE-Studie 2014 German-speaking Switzerland 2014
Talks/events/exhibitions Konstanzer Lange Nacht der Wissenschaft German-speaking Switzerland 2014
Print (books, brochures, leaflets) Ergebnisrückmeldung SEE-Studie 2013 German-speaking Switzerland 2013
Print (books, brochures, leaflets) Ergebnisrückmeldung an die teilnehmenden Schulen German-speaking Switzerland 2012

Awards

Title Year
Publikationspreis der Deutschen Gesellschaft für Empirische Bildungsforschung in der Kategorie "Post Doc" Melanie M. Keller, Thomas Goetz, Eva S. Becker, Vinzenz Morger, Lauren Hensley Feeling and showing: A new conceptualization of dispositional teacher enthusiasm and its relation to students’ interest Learning and Instruction 33 (2014) 29-3 2015

Abstract

The present project explores the structure of students’ academic emotions with respect to potentially differential relations within and across subject domains, and the potential influence of critical, underlying antecedent variables (learning environment, cognitive appraisals) on these structural relations. In relation to current lines of research on academic emotions, this project intersects with research on educational psychology and empirical educational research. With the exceptions of research on emotions in achievement settings based on attribution theory (see Weiner, 1985, 2001) and an extensive body of research on test anxiety since the 1950s (Sarason & Mandler, 1952; Zeidner, 1998) academic emotions were largely neglected in educational research until the mid-1990s. Over the past ten years, the importance of academic emotions has been increasingly recognized as reflected in a discernable proliferation of theoretical and empirical contributions on emotions in education (see Efklides & Volet, 2005; Linnenbrink, 2006; Linnenbrink & Pekrun, in press; Schutz & Lanehart, 2002; Schutz & Pekrun, 2007).Despite this increase in empirical studies on academic emotions, a lack of knowledge remains concerning the structure of academic emotions, namely on their relations across and within academic domains. From a scientific perspective, between- and within-domain relations of academic emotions, and the potential predictive effects of critical antecedent variables, represent unexplored yet important topics for future research because of their potential contributions to our understanding of the structure of academic emotions. From an educational perspective, this knowledge is also relevant to teacher education curricula and the development of interventions aimed at improving teachers’ diagnostic competence concerning students’ emotions and their antecedents. Consequently, this research should serve to foster teachers’ knowledge about how to impact students’ emotions so as to foster positive and minimize negative emotions in the classroom.In light of shortcomings of previous research, the present project aims to contribute to the existing research gaps by focusing on the strength of between- and within-domain relations of students’ academic emotions as experienced in five academic domains (German, French, English, mathematics, history). The project will assess discrete emotions common to academic settings, namely enjoyment, pride, relaxation, anxiety, anger, shame, and boredom (Pekrun, Goetz, Titz, & Perry, 2002). In so doing, the proposed research will (1) adopt a longitudinal design (grades 9 to 11), (2) assess of both habitual and state emotions, and (3) explicitly evaluate possible gender effects on between- and within-domain relations of academic emotional experiences. The proposed research also goes beyond previous studies on academic emotion relations in (4) investigating the influence of antecedents of academic emotions on the structural relations between students’ emotions both between and within academic domains as outlined in Pekrun’s (2006, 2009) control-value theory of academic emotions. Our sample consists of 9th to 11th graders assessed using (1) questionnaires to measure habitual constructs (N = 800), (2) a real-life assessment tool referred to as Experience Sampling to evaluate state constructs (N = 140 [subsample of the 800 students]; Hektner, Schmidt, & Csikszentmihalyi, 2007), and (3) semi-structured qualitative interviews for in depth-analyses (N = 40 [subsample of the 800 students]). In sum, the proposed project aims to improve upon and extend previous research on the structural relations between academic emotions and their antecedents by addressing important theoretical concerns and adopting sophisticated research methods.
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