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Teacher enthusiasm: Dimensionality and context specificity 总被引：1，自引：0，他引：1
Mareike Kunter Anne Frenzel Gabriel Nagy Jürgen Baumert Reinhard Pekrun 《Contemporary educational psychology》2011,36(4):289-301
Enthusiasm is considered an important characteristic of effective teachers. However, the conceptualization of the term in the research literature is inconsistent. Whereas most studies use the term “enthusiasm” to describe features of instruction, some have used it to describe a characteristic of teachers. This research seeks to clarify the concept of teacher enthusiasm, examining its dimensionality and context specificity. The study draws on three samples of teachers who were administered questionnaire measures of enthusiasm. In two samples (N = 205 and 332), it was possible to match teacher data with data on the students taught. In another sample (N = 113), additional measures of work-related wellbeing were implemented. Confirmatory multigroup factor analyses showed that two dimensions of teacher enthusiasm can be distinguished, namely enthusiasm for teaching and enthusiasm for the subject. These dimensions differed in their meaning and context specificity. Whereas teaching enthusiasm was systematically linked to occupational wellbeing and to classroom variables, subject enthusiasm related only moderately to other measures of occupational wellbeing and was independent of characteristics of the classes taught. 相似文献
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AbstractWe hypothesized that students use the message behind teacher emotions to interpret the cause of their failure and to form competence beliefs; hence, in failure situations teacher anger could be beneficial. In Experiment 1, participants made judgments about another student’s failure in the face of teacher pity versus anger. Lack of ability attributions were made and low competence was perceived, when pity was interpreted as the teacher attributed the failure to lack of ability. Lack of effort attributions were made when anger was interpreted as the teacher attributed the failure to lack of effort. Experiment 2 replicated and extended these findings by examining students responses to their own failure. Findings imply that expressing anger is less detrimental than many teachers suppose. 相似文献
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Thomas Goetz Hanna Cronjaeger Anne C. Frenzel Oliver Lüdtke Nathan C. Hall 《Contemporary educational psychology》2010
The present study investigated the relations between academic self-concepts and the emotions of enjoyment, pride, anxiety, anger, and boredom as experienced in mathematics, physics, German, and English classes (N = 1710; grades 8 and 11). In line with our hypotheses derived from appraisal-based emotion theories and self-efficacy research, within-domain relations between self-concepts and emotions were relatively strong and notably stronger within quantitative domains (mathematics and physics) than verbal domains (German and English). Also consistent with our hypotheses, stronger relations between self-concepts and emotions were observed among older students. Self-concept and emotion relations further differed as a function of the specific emotion assessed, with pride showing the strongest and boredom the weakest relations with academic self-concepts in the four domains assessed. Methodological and educational implications as well as directions for future research are discussed. 相似文献
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Thomas Goetz Anne C. Frenzel Oliver Lüdtke Nathan C. Hall 《Journal of Experimental Education》2013,81(1):84-101
Previous research indicates that academic emotions are largely organized along domain-specific lines. In the present study (N = 1,687; Grades 8/11), the authors explored the domain specificity of academic emotions in terms of the moderating influence of having the same versus a different course instructor across domains. The authors evaluated discrete emotions consisting of enjoyment, pride, anxiety, anger, and boredom as experienced in the academic domains of mathematics and physics. Consistent with previous findings, between-domain relations for these emotions were relatively weak. These relations were, however, significantly stronger in classes having the same instructor in mathematics and physics compared with classes having different instructors for each subject. Nevertheless, the between-domain relations in classes having the same instructor were not strong enough to disconfirm the domain-specific conceptualization of academic emotions. Last, the authors discuss directions for future research on additional factors potentially affecting the strength of between-domain relations of academic emotions. 相似文献
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Keller Melanie M. Hoy Anita Woolfolk Goetz Thomas Frenzel Anne C. 《Educational Psychology Review》2016,28(4):743-769
Educational Psychology Review - The last review on teacher enthusiasm was 45 years ago, and teacher enthusiasm remains a compelling yet complex variable in the educational context. Since... 相似文献
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Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics 总被引：2，自引：0，他引：2
Anne C. Frenzel Reinhard Pekrun Thomas Goetz 《European Journal of Psychology of Education - EJPE》2007,22(4):497-514
This study analyzed gender differences in achievement emotions in the domain of mathematics. Based on Pekrun’s (2000, 2006)
controlvalue theory of achievement emotions, we hypothesized that there are gender differences in mathematics emotions due
to the students’ different levels of control and value beliefs in mathematics, even when controlling for prior achievement.
The structural relationships between prior achievement, control and value beliefs, and emotions were assumed to be invariant
across girls and boys in spite of hypothesized mean level differences of beliefs and emotions across genders. The emotions
and beliefs of 1,036 male and 1,017 female 5th grade students were assessed by self-report measures, and their prior mathematics
achievement was assessed by academic grades. Even though girls and boys had received similar grades in mathematics, girls
reported significantly less enjoyment and pride than boys, but more anxiety, hopelessness and shame. Findings suggested that
the female emotional pattern was due to the girls’ low competence beliefs and domain value of mathematics, combined with their
high subjective values of achievement in mathematics. Multiple-group comparisons confirmed that the structural relationships
between variables were largely invariant across the genders. 相似文献
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Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment 总被引：1，自引：0，他引：1
Thomas Goetz Anne C. Frenzel Nathan C. Hall Reinhard Pekrun 《Contemporary educational psychology》2008
The present study focused on students’ academic enjoyment as predicted by achievement in multiple academic domains. Assumptions were based on Marsh’s internal/external (I/E) frame of reference model and Pekrun’s control-value theory of achievement emotions, and were tested in a sample of 1380 German students from grades 5 to 10. Students’ academic enjoyment, self-concept, and achievement were assessed in relation to mathematics and verbal language classes. In line with assumptions of the I/E model, mathematics performance assessed in the previous academic year positively predicted enjoyment in mathematics classes, and negatively predicted enjoyment in language classes. Language class performance positively predicted enjoyment in language classes, and negatively predicted enjoyment in mathematics classes. Corroborating assumptions derived from Pekrun’s control-value theory, achievement/enjoyment relations were mediated by academic self-concepts. Despite stereotypic gender differences in mean values, linkages between constructs were invariant across genders. 相似文献
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A.-L. Roos M. Bieg T. Goetz A.C. Frenzel J. Taxer M. Zeidner 《High Ability Studies》2015,26(2):245-258
This study examined mathematics anxiety among high and low achieving students (N = 237, grades 9 and 10) by contrasting trait (habitual) and state (momentary) assessments of anxiety. Previous studies have found that trait anxiety measures are typically rated higher than state measures. Furthermore, the academic self-concept has been identified to play a moderating role in the trait-state discrepancy, with higher academic self-concept leading to a lower discrepancy (i.e. less overestimation of trait anxiety if state assessments reflect actual experience). Therefore, we assumed that high achievers who were expected to have high academic self-concepts would exhibit a smaller trait-state discrepancy than low achievers. Results confirmed these assumptions and revealed that high achievers even underestimated their trait anxiety. Implications are discussed. 相似文献
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Dr. Claudia Pöhlmann Hans Anand Pant Jenny Frenzel Alexander Roppelt Olaf Köller 《Zeitschrift für Erziehungswissenschaft》2014,17(1):113-133
The introduction of educational standards in Germany forced teachers to change their perspective in order to achieve competence-oriented teaching. The initial representative surveys throughout Germany indicated that a short time after the introduction of the educational standards, teachers in various school forms were still very slow to implement the idea of competence-oriented teaching in their everyday school life. This article presents the effects of a newly developed intervention programme in which mathematics teachers familiarised themselves with educational standards for the first time. The teacher data and the performance data of the pupils of the schools participating in the project are compared in a longitudinal study with the data of schools which were not included in the intervention programme. The results indicate that after the intervention programme has run for one year, mathematics teachers in the project schools are more competence-oriented in their teaching and reflect more intensively on the concept of the educational standards than mathematics teachers in the comparison schools. 相似文献
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