Academic self-concept and emotion relations: Domain specificity and age effects |
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| Authors: | Thomas Goetz Hanna Cronjaeger Anne C Frenzel Oliver Lüdtke Nathan C Hall |
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| Institution: | 1. Department of Psychology, University of Konstanz and Thurgau University of Teacher Education, Germany;2. Department of Psychology, University of Munich, Germany;3. Max Planck Institute for Human Development, Berlin, Germany;4. Department of Human Development, University of Maryland, College Park, USA |
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| Abstract: | 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. |
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| Keywords: | Academic self-concept Academic emotions Enjoyment Pride Anxiety Anger Boredom |
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