The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
The Domain Specificity of Academic Emotional Experiences
Open accessAbstract
The authors analyzed the domain specificity of emotions and focused on experiences of enjoyment, anxiety, and boredom in the domains of mathematics, Latin, German, and English. On the basis of assumptions in R. Pekrun's (2000; in press) control-value theory and findings of pilot studies, the authors hypothesized the existence of a largely domain-specific organization of emotional experiences. The sample consisted of 721 students from grades 7 to 10. Confirmatory multitrait-multimethod factor analysis of the 2-faceted dataset (emotions and domains) corroborated assumptions of domain specificity. Furthermore, using multilevel analysis, the authors found that emotions were significantly more domain-specific than students' grades, with enjoyment being the most domain-specific of the three emotions under investigation. The authors discuss implications for future research and practice.
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Cites
An attributional theory of achievement motivation and emotion
Weiner, B. (1985) · Psychological Review · doi:10.1037/0033-295x.92.4.548 · Cited by 7,846
Pekrun, R. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9029-9 · Cited by 5,566
Self-citationPekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002) · Educational Psychologist · doi:10.1207/s15326985ep3702_4 · Cited by 3,931
Self-citationAcademic Self-Concept and Self-Efficacy: How Different Are They Really?
Bong, M., & Skaalvik, E. M. (2003) · Educational Psychology Review · doi:10.1023/a:1021302408382 · Cited by 1,994
(1998) · Perspectives on Individual Differences · doi:10.1007/b109548 · Cited by 1,105
Pekrun, R. (1992) · Applied Psychology · doi:10.1111/j.1464-0597.1992.tb00712.x · Cited by 691
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Cited by
Pekrun, R. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9029-9 · Cited by 5,566
Self-citationFrenzel, A. C., Pekrun, R., & Goetz, T. (2007) · European Journal of Psychology of Education · doi:10.1007/bf03173468 · Cited by 640
Self-citationActivity Achievement Emotions and Academic Performance: A Meta-analysis
Camacho-Morles, J., Slemp, G. R., Pekrun, R., Loderer, K., Hou, H., & Oades, L. G. (2021) · Educational Psychology Review · doi:10.1007/s10648-020-09585-3 · Cited by 475
Self-citationTeacher emotions in the classroom and their implications for students
Frenzel, A. C., Daniels, L., & Burić, I. (2021) · Educational Psychologist · doi:10.1080/00461520.2021.1985501 · Cited by 470
Self-citationHagenauer, G., Hascher, T., & Volet, S. E. (2015) · European Journal of Psychology of Education · doi:10.1007/s10212-015-0250-0 · Cited by 461
Metadata
- Authors
- Goetz, T., Frenzel, A. C., Pekrun, R., & Hall, N. C.
- Venue
- The Journal of Experimental Education
- Publisher
- Informa UK Limited
- Published
- 2006-10-01
- Volume
- 75
- Issue
- 1
- Pages
- 5-29
- ISSN
- 0022-0973 (ISSN-L)
- 1940-0683
- OpenAlex
- W2147175761
- Cited by
- 260
- References
- 6
- FWCI
- 6.45
- Type
- journal article
- Language
- en
- Open access
- bronze
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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.
