Abstract
Several models have been developed in order to categorize the numerous expressions that people use in order to describe their emotional experiences. The focus of the present study is on one of these theoretical classifications proposed by Pekrun (1992) specifically concerning emotions which are directly related to learning and achievement in mathematics. In his model, emotions are classified according to their valence (positive vs. negative) and their level of activation. In testing the assumptions of this model, we investigated students' enjoyment, anxiety, anger and boredom experienced before, during, and after the completion of a math test. Correspondence analyses which were used to generate a graphical illustration of structural interrelationships between these emotions provide empirical support for the theoretical classification.
Kurzreferat
Vielfältige Modelle wurden bislang entwickelt, um die zahlreichen Ausdrücke zu kategorisieren, die zur Beschreibung emotionalen Erlebens verwendet werden. Der Fokus dieses Beitrags liegt auf einer theoretischen Klassifizierungen von Pekrun (1992), die insbesondere auf Emotionen im mathematischen Lern- und Leistungskontext bezogen sind. Demnach werden Emotionen entsprechend ihrer Valenz (positiv vs. negativ) und ihrer Art der Aktivierung klassifiziert. Beim Testen der Modellannahmen untersuchten wir die von Schülerinnen und Schülern selbstberichteten Emotionen Freude, Angst, Ärger und Langeweile vor, während und nach der Bearbeitung eines mathematischen Leistungstests. Zur Auswertung wird die Korrespondenzanalyse verwendet, um eine graphische Abbildung der strukturellen Verbindungen zwischen emotionen und dem Leistungsniveau in dem mathematischen Test zu geneieren. Dabei soll insbesondere ein empirischer Beleg für die theoretische Klassifikation des emotionalen erlebens während der Bearbeitung eines mathematischen Leistungstests erbracht werden.
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Kleine, M., Goetz, T., Pekrun, R. et al. The structure of students' emotions experienced during a mathematical achievement test. Zentralblatt füur Didaktik der Mathematik 37, 221–225 (2005). https://doi.org/10.1007/s11858-005-0012-6
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DOI: https://doi.org/10.1007/s11858-005-0012-6