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Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes |
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| Authors: | Swantje Dettmers Ulrich TrautweinOliver Lüdtke Thomas Goetz Anne C FrenzelReinhard Pekrun |
| Institution: | a Max Planck Institute for Human Development, Center for Educational Research, Lentzeallee 94, 14195 Berlin, Germany b University of Tübingen, Center for Educational Science and Psychology, Europastraße 6, 72072 Tübingen, Germany c University of Konstanz, Empirical Educational Research, Fach 45, 78457 Konstanz, Germany d Thurgau University of Teacher Education, Switzerland e Department of Psychology, University of Augsburg, Universitätsstraße 10, 86159 Augsburg, Germany f University of Munich, Leopoldstraße 13, 80802 Munich, Germany |
| Abstract: | The experience of pleasant and unpleasant emotions in academic situations is known to affect students’ learning. The aim of the present study was to extend previous research by examining the antecedents and consequences of student emotions in the homework context. Multilevel analyses of a longitudinal dataset containing 3483 grade 9 and grade 10 students in 155 classes showed that the perceived quality of the homework tasks assigned by the teacher affected students’ experience of unpleasant homework-related emotions. Moreover, the experience of unpleasant emotions during homework sessions was negatively related to homework effort and negatively predicted later achievement in mathematics. |
| Keywords: | Homework Achievement emotions Homework emotions Effort Academic achievement |
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