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Exploring the Antecedents of Students’ Academic Emotions
Sat, April 5, 10:35am to 12:05pm, Convention Center, Floor: 100 Level, 122ASession Type: Symposium
Abstract
The focus of this symposium is on the antecedents of students’ academic emotions. Knowledge on these antecedents is critically important for understanding the origins and development of students’ emotions, as well as for designing “emotionally sound” educational environments. The symposium aims to provide a differentiated account of ongoing research on this highly important topic by bringing together research conducted in the U.S., Canada, Switzerland, and Germany, incorporating varied theoretical perspectives (e.g., control-value theory, Pekrun, 2006; self-determination theory, Deci & Ryan, 1985), and presenting different methodological approaches (interviews, experience sampling, questionnaires; online as well as experimental studies). Common findings and discrepancies between these lines of research will be discussed as will efforts to better integrate divergent perspectives.
Sub Unit
Chairs
Papers
Reciprocal Relations Between Students’ Achievement and Academic Emotions - Reinhard Pekrun, University of Essex; Stephanie Lichtenfeld, University of Munich
Choice and Difficulty as Antecedents of Affect During Learning - Sidney K. D'Mello, University of Notre Dame; Sara M. Fulmer, SUNY - College at Oneonta; Caitlin Mills, University of Notre Dame
The Influence of Autonomy Support on the Trajectory of Boredom Over a Semester - Virginia Man Chung Tze, University of Alberta; Lia Marie Daniels, University of Alberta; Rob Klassen, University of York
Thinking Impacts Feeling: Judgments of School Domain Similarity and Between-Domain Relations of Students’ Academic Emotions - Thomas Goetz, University of Konstanz; Ludwig Haag, University of Bayreuth; Anastasiya A. Lipnevich, Queens College - CUNY; Melanie M. Keller, University of Konstanz; Anne C. Frenzel, University of Munich (LMU); Antonie Collier, University of Konstanz