دانلود مقاله ISI انگلیسی شماره 61882
عنوان فارسی مقاله

احساسات دانش آموزان در طول مشق شب: مقدمات ساختاری، خودانگاره و نتایج دستاورد

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
61882 2012 10 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.
عنوان انگلیسی
Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Learning and Individual Differences, Volume 22, Issue 2, April 2012, Pages 225–234

کلمات کلیدی
احساسات علمی؛ لذت بردن؛ غرور؛ اضطراب؛ خشم؛ خستگی؛خودانگاره علمی ؛ پیشرفت تحصیلی؛ مشق شب
پیش نمایش مقاله
پیش نمایش مقاله احساسات دانش آموزان در طول مشق شب: مقدمات ساختاری، خودانگاره و نتایج دستاورد

چکیده انگلیسی

In the present study (N = 553; 8th and 11th grade students; 52% female) we investigated students' enjoyment, pride, anxiety, anger, and boredom while completing homework (homework emotions), and contrasted these emotions with those experienced during class (classroom emotions). Both homework emotions and classroom emotions were assessed separately for the domains of mathematics, physics, German, and English. Our hypotheses were based on propositions of the control-value theory of achievement emotions (Pekrun, 2006), Marsh and Ayotte's (2003) differential distinctiveness hypothesis, and previous empirical findings. In line with our assumptions, observed correlations between homework emotions and classroom emotions suggested that the emotions experienced in the two settings should be assessed separately. Within domains, both homework emotions and classroom emotions showed clear linkages with students' academic self-concept and achievement outcomes, with self-concept being slightly more strongly related to classroom emotions. Between-domain relations of emotions were significantly stronger for homework emotions as compared to classroom emotions, likely due to the relative situational homogeneity of homework settings across domains. Further, between-domain relations for emotions in both settings were weaker in 11th grade students, whereas within-domain relations did not differ as a function of age. Implications for research and educational practice are discussed.

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