Characteristics of teaching and students' emotions in the classroom : Investigating differences across domains

Götz, Thomas; Lüdtke, Oliver; Nett, Ulrike; Keller, Melanie; Lipnevich, Anastasiya A.

Characteristics of teaching and students' emotions in the classroom : Investigating differences across domains

Dateien

Goetz_256844.pdfGröße: 480.32 KBDownloads: 2497

Datum

2013

Autor:innen

Götz, Thomas

Lüdtke, Oliver

Nett, Ulrike

Keller, Melanie

Lipnevich, Anastasiya A.

Open Access-Veröffentlichung

Open Access Green

Sammlungen

Empirische Bildungsforschung

Publikationstyp

Zeitschriftenartikel

Publikationsstatus

Published

Erschienen in

Contemporary Educational Psychology. 2013, 38(4), pp. 383-394. ISSN 0361-476X. eISSN 1090-2384. Available under: doi: 10.1016/j.cedpsych.2013.08.001

Zusammenfassung

This study investigated the relations between eight characteristics of teaching and students’ academic emotions (enjoyment, pride, anxiety, anger, helplessness and boredom) across four academic domains (mathematics, physics, German, and English). 121 students (50% female; 8th and 11th graders) were asked about their perceptions of teaching characteristics and their academic emotions using the experience sampling method (real-time approach) for a period of 10 school days, with intraindividual analyses conducted using a multilevel approach. Multilevel exploratory factor analysis revealed that the eight teaching characteristics (understandability, illustration, enthusiasm, fostering attention, lack of clarity, difficulty, pace, level of expectation) represented two factors, labeled supportive presentation style (e.g., comprising understandability) and excessive lesson demands (e.g., comprising difficulty). In line with our hypothesis, we found clear relations on the intraindividual level between the two factors of teaching characteristics and students’ academic emotions in the classroom (e.g., supportive presentation style positively related to students’ enjoyment and negatively related to their boredom). Further, and supporting the universality assumption of teaching characteristics/academic emotions relations, the strength of relations between the two factors of teaching characteristics and academic emotions was very similar across the four academic domains. Implications for future research and educational practice are discussed.

Fachgebiet (DDC)

370 Erziehung, Schul- und Bildungswesen

Zitieren

ISO 690

GÖTZ, Thomas, Oliver LÜDTKE, Ulrike NETT, Melanie KELLER, Anastasiya A. LIPNEVICH, 2013. Characteristics of teaching and students' emotions in the classroom : Investigating differences across domains. In: Contemporary Educational Psychology. 2013, 38(4), pp. 383-394. ISSN 0361-476X. eISSN 1090-2384. Available under: doi: 10.1016/j.cedpsych.2013.08.001

BibTex

@article{Gotz2013Chara-25684,
  year={2013},
  doi={10.1016/j.cedpsych.2013.08.001},
  title={Characteristics of teaching and students' emotions in the classroom : Investigating differences across domains},
  number={4},
  volume={38},
  issn={0361-476X},
  journal={Contemporary Educational Psychology},
  pages={383--394},
  author={Götz, Thomas and Lüdtke, Oliver and Nett, Ulrike and Keller, Melanie and Lipnevich, Anastasiya A.}
}

RDF

<rdf:RDF
    xmlns:dcterms="http://purl.org/dc/terms/"
    xmlns:dc="http://purl.org/dc/elements/1.1/"
    xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
    xmlns:bibo="http://purl.org/ontology/bibo/"
    xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#"
    xmlns:foaf="http://xmlns.com/foaf/0.1/"
    xmlns:void="http://rdfs.org/ns/void#"
    xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > 
  <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/25684">
    <dc:contributor>Götz, Thomas</dc:contributor>
    <foaf:homepage rdf:resource="http://localhost:8080/"/>
    <dc:creator>Lipnevich, Anastasiya A.</dc:creator>
    <dcterms:rights rdf:resource="https://rightsstatements.org/page/InC/1.0/"/>
    <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
    <dc:rights>terms-of-use</dc:rights>
    <dc:contributor>Lüdtke, Oliver</dc:contributor>
    <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
    <dcterms:issued>2013</dcterms:issued>
    <dspace:hasBitstream rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/25684/2/Goetz_256844.pdf"/>
    <dc:language>eng</dc:language>
    <bibo:uri rdf:resource="http://kops.uni-konstanz.de/handle/123456789/25684"/>
    <dc:creator>Lüdtke, Oliver</dc:creator>
    <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/>
    <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2014-01-07T09:18:35Z</dcterms:available>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2014-01-07T09:18:35Z</dc:date>
    <dc:contributor>Keller, Melanie</dc:contributor>
    <dcterms:bibliographicCitation>Contemporary Educational Psychology ; 38 (2013), 4. - S. 383-394</dcterms:bibliographicCitation>
    <dc:creator>Keller, Melanie</dc:creator>
    <dc:creator>Nett, Ulrike</dc:creator>
    <dcterms:hasPart rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/25684/2/Goetz_256844.pdf"/>
    <dcterms:abstract xml:lang="eng">This study investigated the relations between eight characteristics of teaching and students’ academic emotions (enjoyment, pride, anxiety, anger, helplessness and boredom) across four academic domains (mathematics, physics, German, and English). 121 students (50% female; 8th and 11th graders) were asked about their perceptions of teaching characteristics and their academic emotions using the experience sampling method (real-time approach) for a period of 10 school days, with intraindividual analyses conducted using a multilevel approach. Multilevel exploratory factor analysis revealed that the eight teaching characteristics (understandability, illustration, enthusiasm, fostering attention, lack of clarity, difficulty, pace, level of expectation) represented two factors, labeled supportive presentation style (e.g., comprising understandability) and excessive lesson demands (e.g., comprising difficulty). In line with our hypothesis, we found clear relations on the intraindividual level between the two factors of teaching characteristics and students’ academic emotions in the classroom (e.g., supportive presentation style positively related to students’ enjoyment and negatively related to their boredom). Further, and supporting the universality assumption of teaching characteristics/academic emotions relations, the strength of relations between the two factors of teaching characteristics and academic emotions was very similar across the four academic domains. Implications for future research and educational practice are discussed.</dcterms:abstract>
    <dc:creator>Götz, Thomas</dc:creator>
    <dc:contributor>Nett, Ulrike</dc:contributor>
    <dc:contributor>Lipnevich, Anastasiya A.</dc:contributor>
    <dcterms:title>Characteristics of teaching and students' emotions in the classroom : Investigating differences across domains</dcterms:title>
  </rdf:Description>
</rdf:RDF>

Universitätsbibliographie

Ja