The DOI matches its Crossref record; 13 of the 13 references it cites were found in a registry or an index.
Academic emotions from a social‐cognitive perspective: Antecedents and domain specificity of students' affect in the context of Latin instruction
Open accessAbstract
This study concentrates on two assumptions of a social‐cognitive model outlining the development of academic emotions (emotions directly linked to learning, classroom instruction, and achievement), namely on their antecedents and domain‐specific organization. Our sample consisted of 200 students from Grades 7 to 10. Proposed relationships concerning the antecedents of academic emotions were tested in the context of Latin language instruction. Correlational analyses substantiated our assumptions concerning the relationships between academic emotions, students' cognitions, and aspects of the social environment. The mediating mechanisms proposed in the model were also confirmed using linear structural equation modelling. Subjective control‐ and value‐related cognitions were found to mediate the relationship between aspects of the social environment and students' emotional experience. Our results further suggest that academic emotions are largely organized along domain‐specific lines, with the degree of domain specificity varying according to the emotion in question. Implications for research and practice are discussed.
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Cites
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Cited by
Pekrun, R. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9029-9 · Cited by 5,566
Self-citationEmotional design in multimedia learning.
Um, E. “., Plass, J. L., Hayward, E. O., & Homer, B. D. (2012) · Journal of Educational Psychology · doi:10.1037/a0026609 · Cited by 641
Frenzel, A. C., Pekrun, R., & Goetz, T. (2007) · European Journal of Psychology of Education · doi:10.1007/bf03173468 · Cited by 640
Self-citationEmotional design in multimedia learning: Effects of shape and color on affect and learning
Plass, J. L., Heidig, S., Hayward, E. O., Homer, B. D., & Um, E. (2014) · Learning and Instruction · doi:10.1016/j.learninstruc.2013.02.006 · Cited by 550
Dewaele, J.-M., & Li, C. (2021) · Language Teaching Research · doi:10.1177/13621688211014538 · Cited by 532
Metadata
- Authors
- Goetz, T., Pekrun, R., Hall, N., & Haag, L.
- Venue
- British Journal of Educational Psychology
- Publisher
- Wiley
- Published
- 2006-06
- Volume
- 76
- Issue
- 2
- Pages
- 289-308
- ISSN
- 0007-0998 (ISSN-L)
- 2044-8279
- OpenAlex
- W2151053175
- Cited by
- 390
- References
- 13
- FWCI
- 8.46
- Type
- journal article
- Language
- en
- Open access
- green
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- Goetz, T., Pekrun, R., Hall, N., & Haag, L. (2006). Academic emotions from a social‐cognitive perspective: Antecedents and domain specificity of students' affect in the context of Latin instruction. British Journal of Educational Psychology. https://doi.org/10.1348/000709905x42860
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
