Academic self-concept and emotion relations: Domain specificity and age effects
TLDR
In this article, the authors investigated the relation between academic self-concepts and the emotions of enjoyment, pride, anxiety, anger, and boredom as experienced in mathematics, physics, German, and English classes.About:
This article is published in Contemporary Educational Psychology.The article was published on 2010-01-01 and is currently open access. It has received 197 citations till now. The article focuses on the topics: Emotion classification & Boredom.read more
Citations
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Mathematics Anxiety: What Have We Learned in 60 Years?
TL;DR: This paper focuses on what research has revealed about mathematics anxiety in the last 60 years, and what still remains to be learned.
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Gender differences in academic self-efficacy: a meta-analysis
TL;DR: A meta-analysis of 187 studies containing 247 independent studies on gender differences in academic self-efficacy identified an overall effect size of 0.08, with a small difference favoring males as mentioned in this paper.
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“My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures
Katarzyna Gogol,Martin Brunner,Thomas Goetz,Romain Martin,Sonja Ugen,Ulrich Keller,Antoine Fischbach,Franzis Preckel +7 more
TL;DR: In this article, the authors examined the psychometric properties of short scales (with three items) and single-item measures for two core motivational-affective constructs (i.e., academic anxiety and academic self-concept) by conducting systematic comparisons with corresponding long scales across school subjects and within different subject domains.
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Emotions, Self-Regulated Learning, and Achievement in Mathematics: A Growth Curve Analysis
TL;DR: The authors investigated the developmental trends of four academic emotions (anxiety, boredom, enjoyment, and pride) and examined whether changes in emotions are linked to the changes in students' self-regulatory strategies (shallow, deep, and meta-cognitive) and achievement in mathematics.
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Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity
Francesca Hill,Irene C. Mammarella,Amy Devine,Sara Caviola,Maria Chiara Passolunghi,Dénes Szűcs +5 more
TL;DR: In this article, the authors examined gender differences, developmental changes regarding the MA/maths performance link and investigated whether MA is linked to other academic domains (reading) and/or to other anxiety-types (GA).
References
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TL;DR: In this article, an exploración de the avances contemporaneos en la teoria del aprendizaje social, con especial enfasis en los importantes roles que cumplen los procesos cognitivos, indirectos, and autoregulatorios.