AUTHOR=Goetz Thomas , Haag Ludwig , Lipnevich Anastasiya A. , Keller Melanie M. , Frenzel Anne C. , Collier Antonie P. M. 

TITLE=Between-domain relations of students' academic emotions and their judgments of school domain similarity

JOURNAL=Frontiers in Psychology

VOLUME=5

YEAR=2014

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2014.01153

DOI=10.3389/fpsyg.2014.01153

ISSN=1664-1078

ABSTRACT=<p>With the aim to deepen our understanding of the between-domain relations of academic emotions, a series of three studies was conducted. We theorized that between-domain relations of trait (i.e., habitual) emotions reflected students' judgments of domain similarities, whereas between-domain relations of state (i.e., momentary) emotions did not. This supposition was based on the accessibility model of emotional self-report, according to which individuals' beliefs tend to strongly impact trait, but not state emotions. The aim of Study 1 (interviews; <italic>N</italic> = 40; 8th and 11th graders) was to gather salient characteristics of academic domains from students' perspective. In Study 2 (<italic>N</italic> = 1709; 8th and 11th graders) the 13 characteristics identified in Study 1 were assessed along with academic emotions in four different domains (mathematics, physics, German, and English) using a questionnaire-based trait assessment. With respect to the same domains, state emotions were assessed in Study 3 (<italic>N</italic> = 121; 8th and 11th graders) by employing an experience sampling approach. In line with our initial assumptions, between-domain relations of trait but not state academic emotions reflected between-domain relations of domain characteristics. Implications for research and practice are discussed.</p>