Wolfram Titz

Bio: Wolfram Titz is an academic researcher from Ludwig Maximilian University of Munich. The author has contributed to research in topics: Academic achievement & Positive psychology. The author has an hindex of 4, co-authored 5 publications receiving 2742 citations.

Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research

Abstract: Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects of emotions, and of a control/value theory of their antecedents (Pekrun, 1992b, 2000), were tested in 7 cross-sectional, 3 longitudinal, and 1 diary study using samples of university and school students. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognit...

Mythen in der Jugend- und Schulleistungsforschung: Möglichkeiten und Grenzen populationsorientierter Untersuchungen

Abstract: Ziele wissenschaftlicher Beschreibung und Erklarung werden auch in der Jugend- und Schulleistungsforschung in der Regel anhand populationsorientierter Untersuchungen verfolgt. In diesem Beitrag werden Moglichkeiten und Begrenzungen quer- und langsschnittlicher Untersuchungen an Populationsstichproben und ein alternatives Vorgehen diskutiert. Dargestellt wird zunachst, dass Querschnittuntersuchungen Aufschlusse zum Entwicklungs- und Leistungsstand von Jugendlichen und zu Verknupfungen von Entwicklungsstand und anderen Variablen liefern, aber im Gegensatz zu manchen Rezipientenerwartungen keine Schlusse auf Entwicklungsprozesse und Ursache-Wirkungs-Verhaltnisse zulassen. In der Literatur wird deshalb empfohlen, Langsschnittstudien durchzufuhren. Bei der Durchfuhrung solcher Studien aber wird in der Regel zu wenig beachtet, dass ubliche stichprobenbasierte, nomothetisch orientierte Langsschnittdesigns zwar Aussagen zu Entwicklungen von aggregierten Werten in Stichproben und zu Bedingungen von Entwicklungsunterschieden zwischen Jugendlichen ermoglichen, hingegen ebenfalls keine Evidenz zu Entwicklungsprozessen und den Bedingungen solcher Prozesse bei einzelnen Jugendlichen oder Populationen von einzelnen Jugendlichen liefern. Es wird gezeigt, dass dies gravierende Fehlschlusse zur Folge haben kann. Als Alternative bieten sich Strategien an, die idiographische und nomothetische Perspektiven so miteinander verknupfen, dass sowohl Befundvaliditat fur Einzelfalle wie auch nomothetische Generalisierbarkeit uber Individuen hinweg sichergestellt werden.

The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice

Abstract: This article describes the control-value theory of achievement emotions and its implications for educational research and practice. The theory provides an integrative framework for analyzing the antecedents and effects of emotions experienced in achievement and academic settings. It is based on the premise that appraisals of control and values are central to the arousal of achievement emotions, including activity-related emotions such as enjoyment, frustration, and boredom experienced at learning, as well as outcome emotions such as joy, hope, pride, anxiety, hopelessness, shame, and anger relating to success or failure. Corollaries of the theory pertain to the multiplicity and domain specificity of achievement emotions; to their more distal individual and social antecedents, their effects on engagement and achievement, and the reciprocal linkages between emotions, antecedents and effects; to the regulation and development of these emotions; and to their relative universality across genders and cultures. Implications addressed concern the conceptual integration of emotion, motivation, and cognition, and the need to advance mixed-method paradigms. In closing, implications for educational practice are discussed.

A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.

Abstract: A motivational science perspective on student motivation in learning and teaching contexts is developed that highlights 3 general themes for motivational research. The 3 themes include the importance of a general scientific approach for research on student motivation, the utility of multidisciplinary perspectives, and the importance of use-inspired basic research on motivation. Seven substantive questions are then suggested as important directions for current and future motivational science research efforts. They include (1) What do students want? (2) What motivates students in classrooms? (3) How do students get what they want? (4) Do students know what they want or what motivates them? (5) How does motivation lead to cognition and cognition to motivation? (6) How does motivation change and develop? and (7) What is the role of context and culture? Each of the questions is addressed in terms of current knowledge claims and future directions for research in motivational science.

Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic?

Abstract: A study of 805 4th through 7th graders used a model of motivational development to guide the investigation of the internal dynamics of 4 indicators of behavioral and emotional engagement and disaffection and the facilitative effects of teacher support and 3 student self-perceptions (competence, autonomy, and relatedness) on changes in these indicators over the school year. In terms of internal dynamics, emotional components of engagement contributed significantly to changes in their behavioral counterparts; feedback from behavior to changes in emotion were not as consistent. Teacher support and students' self-perceptions (especially autonomy) contributed to changes in behavioral components: Each predicted increases in engagement and decreases in disaffection. Tests of process models revealed that the effects of teacher context were mediated by children's self-perceptions. Taken together, these findings suggest a clear distinction between indicators and facilitators of engagement and begin to articulate the dynamics between emotion and behavior that take place inside engagement and the motivational dynamics that take place outside of engagement, involving the social context, self-systems, and engagement itself.

Teachers' Emotions and Teaching: A Review of the Literature and Directions for Future Research

Abstract: The purpose of this study is to review the limited literature on the emotional aspects of teachers' lives. First, a multicomponential perspective on emotions is described, then the existing literature on teachers' positive and negative emotions is reviewed and critiqued. Next is a summary of the literature suggesting that teachers' emotions influence teachers' and students' cognitions, motivation, and behaviors. Four areas for future research are proposed: management and discipline, adoption and use of teaching strategies, learning to teach, and teachers' motivation. An overview of research methods used in a multicomponential perspective on emotions is provided. This review draws on a variety of research literatures: educational psychology, social and personality psychology, educational sociology, and research on teachers and teaching.