The domain specificity of academic emotional experiences
The domain specificity of academic emotional experiences
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DOI：
10.3200/jexe.75.1.5-29
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发表时间：
2006-09-01
影响因子：
2.2
通讯作者：
Hall, Nathan C.
中科院分区：
文献类型：
--
作者：
Goetz, Thomas;Frenzel, Anne C.;Hall, Nathan C.
作者分析了情绪的领域特异性，并专注于数学，拉丁语，德语和英语领域的享受，焦虑和无聊的体验。在R. Pekrun's（2000;根据控制价值理论和初步研究的结果，作者假设存在一个很大程度上特定于领域的情感体验组织。样本由7至10年级的721名学生组成。2方面的数据集（情感和域）的实证多特征多方法因素分析证实了域特异性的假设。此外，使用多层次分析，作者发现，情绪比学生的成绩更显着的领域特定性，与享受是最领域特定的三种情绪的调查。作者讨论了对未来研究和实践的影响。
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.