Pekrun, Reinhard (1998) Analyzing and enhancing students' emotions: A neglected topic of educational research. PSYCHOLOGIE IN ERZIEHUNG UND UNTERRICHT, 45 (3). pp. 230-248. ISSN 0342-183X
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With the exception of research on test anxiety, we lack knowledge about students' academic emotions. Results of four studies on students' emotional experiences, their development and their relations to learning, achievement, student personality, and teacher and parent behavior are reported. (1) Findings of Study I demonstrate that students experience many different positive and negative emotions in situations of classes, learning, and exams (exploratory interview study, N = 56 students, grades 11 through 13). (2) In Study II (N = 1.867 students, grades 5 to 13) and Studies III and IV (N = 250/151 university students), learning-related emotions (e.g., enjoyment of learning, boredom) correlated closely with interest, academic effort, task-irrelevant thinking, and achievement. Correlations for test anxiety and other test emotions were weaker. (3) Results of Study II implied that average values for some emotions (e. g., test-related joy) tended to decline from grade 5 to 13, whereas others stayed at about the same magnitude (e. g., test anxiety). (4) In Study II, students' test emotions correlated closely with self-concepts and subjective values of academic achievement, and with teacher enthusiasm, classroom competition, and teachers' and parents' achievement-related pressure, reinforcement and punishment. Implications for the enhancement of students' emotions are discussed.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | ACHIEVEMENT; academic emotions; test anxiety; enjoyment of learning; boredom; learning; academic achievement; teacher behavior; parent behavior |
| Subjects: | 100 Philosophy & psychology > 150 Psychology |
| Divisions: | Human Sciences > Institut für Psychologie |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 01 Mar 2023 09:55 |
| Last Modified: | 01 Mar 2023 09:55 |
| URI: | https://pred.uni-regensburg.de/id/eprint/50290 |
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