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Achievement emotions in elementary, middle, and high school: How do students feel about specific contexts in terms of settings and subject‐domains?
Author(s) -
Raccanello Daniela,
Brondino Margherita,
Bernardi Bianca
Publication year - 2013
Publication title -
scandinavian journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.743
H-Index - 72
eISSN - 1467-9450
pISSN - 0036-5564
DOI - 10.1111/sjop.12079
Subject(s) - psychology , salience (neuroscience) , context (archaeology) , eleventh , relevance (law) , subject (documents) , class (philosophy) , social psychology , developmental psychology , variance (accounting) , cognitive psychology , paleontology , physics , accounting , artificial intelligence , library science , political science , acoustics , computer science , law , business , biology
The present work investigates students' representation of achievement emotions, focusing in context‐specific situations in terms of settings and subject‐domains, as a function of grade level. We involved 527 fourth‐, seventh‐, and eleventh‐graders, who evaluated ten discrete emotions through questionnaires, with reference to verbal language and mathematics, and different settings (class, homework, tests). Confirmatory multitrait‐multimethod analyses indicated higher salience of subject‐domains rather than settings for all the emotions; however, complexity of reality was best explained when also settings were accounted for. Analyses of variance revealed higher intensity of positive emotions for younger students, and the opposite pattern for older students; significant differences for most of the emotions based on the evaluative nature of settings, moderated by class levels; more intense positive emotions for mathematics and more intense negative emotions for Italian. Results are discussed considering their theoretical and applied relevance, corroborating previous literature on domain‐specificity.