New faculty members' emotions : a mixed-method study†.

The current study developed when new faculty members spontaneously reported discrete emotions during focus groups exploring the factors affecting their success. Qualitative analysis using the framework of Pekrun's control–value theory of emotions revealed 18 different emotions with varying frequencies. A follow-up survey of 79 new faculty members showed significantly more enjoyment, pride, and boredom regarding teaching, whereas more anxiety, guilt, and helplessness were found concerning research. Sixteen of the 20 emotions significantly correlated with perceived success. Regressions revealed that several emotions (enjoyment, pride, and boredom) played a role in teaching success by mediating value; conversely, numerous emotions (enjoyment, pride, shame, and helplessness) mediated the predictive effect of control on research success. Implications for new faculty development and emotion research are discussed

New faculty members' emotions: a mixed-method study†

The current study developed when new faculty members spontaneously reported discrete emotions during focus groups exploring the factors affecting their success. Qualitative analysis using the framework of Pekrun's control–value theory of emotions revealed 18 different emotions with varying frequencies. A follow-up survey of 79 new faculty members showed significantly more enjoyment, pride, and boredom regarding teaching, whereas more anxiety, guilt, and helplessness were found concerning research. Sixteen of the 20 emotions significantly correlated with perceived success. Regressions revealed that several emotions (enjoyment, pride, and boredom) played a role in teaching success by mediating value; conversely, numerous emotions (enjoyment, pride, shame, and helplessness) mediated the predictive effect of control on research success. Implications for new faculty development and emotion research are discussed

Enjoyment, Boredom, Anxiety in Elementary Schools in Two Domains: Relations with Achievement

This study investigated the enjoyment, boredom, and anxiety of elementary school students and the relations of these emotions with achievement in two domains. Seven-hundred-and-sixty-seven second- and fourth-graders completed an adaptation of the Achievement Emotions Questionnaire-Elementary School (AEQ-ES: Lichtenfeld, Pekrun, Stupnisky, Reiss, & Murayama, 2012) assessing their emotions in their native language and mathematics. The hierarchical model of the instrument was invariant across countries (Italy, Germany, United States), grades, gender, and domains. Anxiety related negatively to achievement, while enjoyment related positively to achievement only in mathematics. Second-graders reported more enjoyment and less boredom and anxiety than fourth-graders. Overall, mathematics resulted in better emotions than native language. The results have implications for future research on achievement emotions in elementary school

Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES)

This article reports about the development and validation of a measurement instrument assessing elementary school students' achievement emotions (Achievement Emotions Questionnaire-Elementary School, AEQ-ES). Specifically, the instrument assesses students' enjoyment, anxiety, and boredom pertaining to three types of academic settings (i.e., attending class, doing homework, and taking tests and exams). Scale construction was based on Pekrun's (2006) control-value theory of achievement emotions. The instrument was tested using samples from German and American elementary school classrooms. The results of Study 1 (German sample) corroborate the reliability and structural validity of the new emotion measure. Moreover, they show that students' achievement emotions were linked with their control and value appraisals as well as their academic performance, thus supporting the external validity of the measure as well as propositions of Pekrun's (2006) control-value theory of achievement emotions. Study 2 (American sample) corroborated the cross-cultural equivalence of the measure and the generalizability of findings across the German and American samples. Implications for research on achievement emotions and educational practice are discussed