Students' daily emotions in the classroom: Intra-individual variability and appraisal correlates

British Journal of Educational Psychology

Volumn 80, Issue 4, 2010, Pages 583-597

  Ahmed, Wondimu ^a   van der Werf, Greetje ^a   Minnaert, Alexander ^a   Kuyper, Hans ^a  

^a UNIVERSITY OF GRONINGEN   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; ADOLESCENT; ARTICLE; CHILD; DECISION MAKING; EDUCATION; EMOTION; FEMALE; HUMAN; INDIVIDUALITY; MALE; MATHEMATICS; MOTIVATION; NETHERLANDS; PSYCHOLOGICAL ASPECT; STUDENT;

ACHIEVEMENT; ADOLESCENT; CHILD; EMOTIONS; FEMALE; HUMANS; INDIVIDUALITY; JUDGMENT; MALE; MATHEMATICS; MOTIVATION; NETHERLANDS; STUDENTS;

EID: 77958545366     PISSN: 00070998     EISSN: None     Source Type: Journal    
DOI: 10.1348/000709910X498544     Document Type: Article

References (40)

1. Averill, J. R., Catlin, G., & Chon, K. K. (1990). Rules of hope. New York: Springer-Verlag Publishing.
2. Boekaerts, M. (1992). The adaptable learning process: Initiating and maintaining behavioural change. Applied Psychology:An International Review, 41, 377-397. doi:10.1111/j.1464-0597.1992.tb00713.x
3. Boekaerts, M. (1993). Being concerned with well-being and with learning. Educational Psychologist, 28, 149-167. doi:10.1207/s15326985ep2802_4
4. Boekaerts, M. (2001). Activated motivational beliefs, current concerns and emotional arousal. In S. Volet & S. Järvelä (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 17-32). Elmsford, NY: Pergamon Press.
5. Boekaerts, M. (2002). The On-Line Motivation Questionnaire: A self-report instrument to assess students' context sensitivity. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement: New directions in measures and methods (Vol. 12, pp. 77-120). Amsterdam: JAI Press.
6. Boekaerts, M. (2007). Understanding students' affective processes in the classroom. In P. A. Schutz & R.Pekrun(Eds.), Emotion in education (pp. 37-56). San Diego, CA: Elsevier Academic Press.
7. Bolger, N., Davis, A., & Rafaeli, E. (2003). Diary methods: Capturing life as it is lived. Annual Review of Psychology, 54, 579-616. doi:10.1146/annurev.psych.54.101601.145030
8. Efklides, A., & Volet, S. (2005). Emotional experiences during learning: Multiple, situated and dynamic. Learning and Instruction, 15, 377-380. doi:10.1016/j.learninstruc.2005.07.006
9. Eid, M., & Diener, E. (1999). Intraindividual variability in affect: Reliability, validity, and personality correlates. Journal of Personality and Social Psychology, 76, 662-676. doi:10.1037/0022-3514.76.4.662
10. Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Girls and mathematics - a 'hopeless' issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22, 497-514. doi:10.1007/BF03173468
11. Frijda, N. H., Kuipers, P., & ter Schure, E. (1989). Relations among emotion, appraisal, and emotional action readiness. Journal of Personality and Social Psychology, 57, 212-228. doi:10.1037/0022-3514.57.2.212
12. Gläser-Zikuda, M., Fuß, S., Laukenmann, M., Metz, K., & Randler, C. (2005). Promoting students' emotions and achievement - instructional design and evaluation of the ECOLE-approach. Learning and Instruction, 15, 481-495. doi:10.1016/j.learninstruc.2005.07.013
13. 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, 76, 289-308. doi:10.1348/ 000709905X42860
14. Jacobs, J., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Ontogeny of children's self-beliefs: Gender and domain differences across grades 1 through 12. Child Development, 73, 509-527. doi:10.1111/1467-8624.00421
15. Kenny, D., Bolger, N., & Kashy, D. (2002). Traditional methods for estimating multilevel models. In D. Moskowitz & S. Hershberger (Eds.), Modelling intraindividual variability with repeated measures data: Method and applications (pp. 1-24). Englewood Cliffs, NJ: Erlbaum.
16. Kreft, I., de Leew, J., & Aiken, L. (1995). The effects of different forms of centering in hierarchical linear models. Multivariate Behavioral Research, 30, 1-21. doi:10.1207/s15327906mbr3001_1
17. Larson, R. W., & Richards, M. H. (1991). Boredom in the middle school years: Blaming schools versus blaming students. American Journal of Education, 99, 418-443. doi:10.1086/443992
18. Lazarus, R. S. (2001). Relational meaning and discrete emotions. In K. R. Scherer, A. Schorr, & T. Johnstone (Eds.), Appraisal processes in emotion: Theory, methods, research (pp. 3-19) New York: Oxford University Press.
19. Linnenbrink, E. A. (2006). Emotion research in education: Theoretical and methodological perspectives on the integration of affect, motivation, and cognition. Educational Psychology Review, 18, 307-314. doi:10.1007/s10648-006-9028-x
20. Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37, 69-78. doi:10.1207/S15326985EP3702_2
21. Morris, W. N. (1992). A functional analysis of the role of mood in affective systems. In M. S. Clarke (Ed.), Emotion (pp. 257-293). Newbury Park, CA: Sage.
22. Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341. doi:10.1007/s10648-006-9029-9
23. Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583-597. doi:10.1037/0022-0663.98.3.583
24. Pekrun, R., Goetz, T., & Frenzel, A. C. (2005). Achievement Emotions Questionnaire Mathematics (AEQ-M) user's manual. Munich: Department of Psychology, University of Munich.
25. Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91-106. doi:10.1207/S15326985EP3702_4
26. Pekrun, R., & Schutz, P. A. (2007). Where do we go from here? Implications and future directions for inquiry on emotions in education. In P. A. Schutz, R. Pekrun, P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 313-331). San Diego, CA: Elsevier Academic Press.
27. Perry, R. P., Hladkyj, S., Pekrun, R. H., & Pelletier, S. T. (2001). Academic control and action control in the achievement of college students: A longitudinal field study. Journal of Educational Psychology, 93, 776-789. doi:10.1037/0022-0663.93.4.776
28. Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667-686. doi:10.1037/0022-0663.95.4.667
29. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Pschology, 82, 33-40. doi:10.1037/0022-0663.82.1.33
30. Rasbash, J., Charlton, C., Browne, W. J., Healy, M., & Cameron, B. (2005). MLwiN Version 2.02. Centre for Multilevel Modelling, University of Bristol.
31. Roseman, I. J. (2001). A model of appraisal in the emotion system: Integrating theory, research, and applications. In K. R. Scherer, A. Schorr, T. Johnstone, K. R. Scherer, A. Schorr, & T. Johnstone (Eds.), Appraisal processes in emotion: Theory, methods, research (pp. 68-91). New York: Oxford University Press.
32. Scherer, K. R., Schorr, A., Johnstone, T., (2001). Appraisal processes in emotion: Theory, methods, research. New York: Oxford University Press.
33. Schutz, P. A., Hong, J., Cross, D. I., & Osbon, J. N. (2006). Reflections on investigating emotion in educational activity settings. Educational Psychology Review, 18, 343-360. doi:10.1007/s10648-006-9030-3
34. Schutz, P. A., & Lanehart, S. L. (2002). Introduction: Emotions in education. Educational Psychologist, 37, 67-68. doi:10.1207/S15326985EP3702_1
35. Schutz, P. A., & Pekrun, R. (2007). Emotion in education. San Diego, CA: Elsevier Academic Press. Seegers, G., & Boekaerts, M. (1993). Task motivation and mathematics achievement in actual task situations. Learning and Instruction, 3, 133-150. doi:10.1016/0959-4752(93)90012-O
36. Smith, C. A., & Ellsworth, P. C. (1987). Patterns of appraisal and emotion related to taking an exam. Journal of Personality and Social Psychology, 52, 475-488. doi:10.1037/0022-3514.52.3.475
37. Snijders, T., & Bosker, R. (1999). Multilevel analysis: An introduction to basic and advanced multilevel analysis. London: Sage Publications.
38. Tennen, H., & Affleck, G. (1996). Daily processes in coping with chronic pain: Methods and analytic strategies. In M. Zeidner & N. Endler (Eds.), Handbook of coping (pp. 151-180). New York: Wiley.
39. Turner, J. E., & Waugh, R. M. (2007). A dynamical systems perspective regarding students' learning processes: Shame reactions and emergent self-organizations. In P. A. Schutz, R. Pekrun, P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 125-145). San Diego, CA: Elsevier Academic Press.
40. Volet, S. (2001). Understanding learning and motivation in context: A multi-dimensional and multi-level cognitive-situative perspective. In S. Volet & S. J̈arvelä (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 57-82). Elmsford, NY: Pergamon Press.