Academic emotions show weak between-domain relations: the same emotion in different school subjects is only weakly correlated, even for similar domains¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2011: baselines and conditions change

Subclaims¶

q2 i? Disattenuated correlations among domain-specific emotion factors were generally weak, with mathematics–physics relations ranging from .38 to .61 in Grade 8 and .48 to .64 in Grade 11, and most other coefficients below .35 (Grade 8) or .20 (Grade 11). → Goetz 2006

Evidence¶

Goetz 2006¶

Goetz, T., Frenzel, A. C., Pekrun, R., Hall, N. C., & Lüdtke, O. (2006). Between- and Within-Domain Relations of Students' Academic Emotions. https://psycnet.apa.org/journals/edu

q2 · i? · associational · r2

Structural equation modeling of multi-item scales (4 items per emotion per domain) in a correlational study of 542 German high school students. "all coefficients were below .35" in Grade 8 and below .20 in Grade 11, with mathematics–physics relations .38–.61 and .48–.64; coefficients were disattenuated latent-level estimates.

"all coefficients were below .35 in the Grade 8 sample and below .20 in the Grade 11 sample. The relations between emotions in mathematics and physics ranged from .38 to .61 in the Grade 8 sample and from .48 to .64 in the Grade 11 sample"

Discussion¶

Related Claims¶

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• Between-domain relations of academic emotions are weaker in Grade 11 than Grade 8, indicating increasing domain differentiation with age — related
• The strength of within-domain relations among academic emotions differs considerably across school subjects, strongest in mathematics and weakest in German — related
• Within-domain relations of academic emotions are stable across grade levels, with no significant differences between Grade 8 and Grade 11 — related