Students' daily emotions in the classroom: Intra‐individual variability and appraisal correlates

Abstract

The within-student variability in emotions and appraisals clearly demonstrates the adaptability of students with respect to situational affordances and constraints in their everyday classroom experiences. The significant covariations between the appraisals and emotions suggest that within-student variability in emotions is systematic.

“It’s cool but challenging” The Relevance of Basic Need Fulfillment for Students’ School Enjoyment and Emotional Experiences at the Transition from Primary to Secondary Education

“…Helmke, 1993;Wigfield & Eccles, 1989 ), secondary school students (e.g. Ahmed et al, 2010;Gläser-Zikuda et al, 2005;Hagenauer & Hascher, 2010) and students in further and higher education (e.g. Christie et al, 2008;Grieder, 2006), but also explorations of the emotions of teachers (e.g.…”

An Investigation into the Relationship between Self-Concept, Academic Achievement of Secondary School Learners by School Type

“…(Efklides & Violet, 2005;Linnenbrink, 2006;Schutz & Lavehart, 2002;Schutz & Pekrun, 2007 Ahmed et al, 2010). Similarly, Ahmed et al (2010) in a study of emotions in the classroom concluded that learners' competence and value-belief appraisals determined the nature of achievement emotions. They found gender differences in mathematics related emotions.…”

“…The emotions were however, context specific according to the control-value theory of achievement emotions. (Pekrun, 2006in Ahmed et al, 2010. Control was about whether the learner felt able to tackle a curricular task while value referred to whether the learner perceived achievement as important to him or her.…”

“…This applied to the school setting as well. Academic achievement was found to have a significant relationship with self-concept (Kobal & Musek, 2001;Trautwein et al 2006;Tracy, 2007in Ahmed et al, 2010 and that the home environment influenced self-concept in one way or another. (Lau & Kwok, 2000;Foluke-Henderson, 2007in Kaur et al, 2009.…”

“…To this extent, it can be asked how far single sex and co-educational schools influenced fulfilment of both achievement and personal goals. (Monaco & Gaier, 1992;Akande, 1999;Ahmed, 2010). Self-comparison, cognitive self-concept and academic achievement The learner's cognitive self-concept in a given subject or group of subjects is also influenced by comparison of their performance with that of their peers (Craven & Marsh, 1996:13).…”