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Students' emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes
Dettmers, Swantje Trautwein, Ulrich Ludtke, Oliver Goetz, Thomas Frenzel, Anne C. Pekrun, Reinhard
Dettmers, Swantje
Trautwein, Ulrich
Ludtke, Oliver
Goetz, Thomas
Frenzel, Anne C.
Pekrun, Reinhard
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
Date
2011
Type
Journal article
Journal
Contemporary Educational Psychology
Book
Volume
36
Issue
1
Page Range
25-35
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled