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1、Academicemotionsfromasocial-cognitiveperspectiveAntecedentsIntroductionWiththeexceptionsofresearchontestanxiety,whichhasbeenstudiedextensivelysincethe1970s(Zeidner,1998),andresearchonattribution-basedemotionsinachievementsettings(cf.Weiner,1985,2001),thereisadearthofempiricalr
2、esearchonstudents’emotionalexperiences(Goetz,2004;Pekrun&Frese,1992).Weconsiderstudentemotionstobeworthyofinvestigationforfourmainreasonsasfollows:(1)Students’emotionalexperiencesaredirectlyrelatedtotheirsubjectivewell-being(Diener,2000;Ekman&Davidson,1994)andarethusanimportan
3、ttopicofresearchintheirownright.(2)Emotionsimpactonthequalityofstudents’learningandachievementandareassuchacriticaltopicofinvestigationinmodern,performance-orientedsocieties(Pekrun,Goetz,Titz,&Perry,2002a).Introduction(3)Studentemotionshaveasubstantialeffectonthequalityofcommu
4、nicationintheclassroom,whichinturn,influencestheeffectivenessofinstructionandstudent–instructorinteractions(Andersen&Guerrero,1998;Meyer&Turner,2002).(4)Ourfocusonacademicemotionsisalsobasedonnewinsightsintotheoriginsofstudentemotionswhichmakeitpossibletodesigntheory-drivenint
5、erventionandevaluationprogrammestowardfosteringacademicemotions,learning,andachievement(Astleitner,2000).TheoreticalbackgroundDevelopmentofacademicemotions:AsocialcognitivemodelThemodelpresented(seeFig.1,adaptedfromPekrun,2000)integratesassumptionsfromcausalattributiontheories
6、ofachievement-relatedemotions(Weiner,1985)andexpectancy-valueapproachestothestudyofemotions(Pekrun,1992;Turner&Schallert,2001).SocialCognitiveTheoreticalbackgroundDevelopmentofacademicemotions:AsocialcognitivemodelWithinthiscontrol-valuetheory,twocategoriesofcognitiveappraisal
7、sareproposedascentraltothedevelopmentofacademicemotions:subjectivecontrolandsubjectivevaluesofachievement-relatedactions,topics,andoutcomes.SocialCognitiveTheoreticalbackgroundControl-relatedcognitionsmayfocusdirectlyoncause-effectrelations(e.g.action-outcomeexpectancies,Heckh
8、ausen&Schulz,1995)andindirectlyrefertoconditionalrelationsbet
