Abstract
The authors investigated between- and within-domain relations of academic emotions, including students' enjoyment, pride, anxiety, anger, and boredom experienced in mathematics, physics, German, and English classes (N = 542; Grades 8 and 11). Corroborating assumptions of domain specificity, the between-domains relations of these emotions were weak and inconsistent. However, there was more domain specificity of academic emotions in Grade 11 students compared with Grade 8 students, suggesting that between-domains differentiation increased as a function of grade level. Concerning within-domain relations, emotional experiences of enjoyment and pride, anxiety, and anger and boredom were clearly differentiated. The strength of within-domain relations of academic emotions differed considerably across the 4 academic domains. However, for each of the 4 domains, within-domain relations were similar for the 2 grade levels. Methodological and educational implications as well as directions for future research are discussed.
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