Trait and State Academic Emotions: Two Sides of the Same Coin? Dissertation zur Erlangung des akademischen Grades eines Doktors der Naturwissenschaften (Dr. rer. nat.) vorgelegt von Madeleine Bieg an der Mathematisch-Naturwissenschaftliche Sektion Fachbereich Psychologie Tag der mündlichen Prüfung: 9. Dezember 2013 1. Referent: Prof. Dr. Thomas Götz Universität Konstanz 2. Referent: Prof. Dr. Markus Dresel Universität Augsburg Vorveröffentlichungen der Dissertation Teilergebnisse dieser Dissertation wurden bereits in folgenden Beiträgen vorgestellt: Publikationen Bieg, M., Goetz, T., & Hubbard, K. (2013). Can I master it and does it matter? An intraindividual analysis on control-value antecedents of trait and state academic emotions. Learning and Individual Differences, 28, 102-108. doi: 10.1016/j.lindif.2013.09.006 Bieg, M., Goetz, T., & Lipnevich, A. A. (submitted). What students think they feel differs from what they really feel - Academic self-concept moderates the discrepancy between students’ trait and state emotional self-reports. Goetz, T., Bieg, M., Lüdtke, O., Pekrun, R., & Hall, N. C. (2013). Do girls really experience more anxiety in mathematics? Psychological Science, 24, 2079-2087. doi: 10.1177/0956797613486989 Konferenzbeiträge Bieg, M., Götz, T., Lüdtke, O., Pekrun,R. & Hall, N.C. (2013, September). Geschlechtsunterschiede in Mathematik – Mädchen denken nur sie hätten mehr Angst. Paper presented at the 14. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie, Hildesheim. Bieg, M., Goetz, T., Lüdtke, O., Pekrun, R., & Hall, N. C. (2013, April). The gender gap in math anxiety: Contradictory findings from trait vs. state assessments. Paper presented at the Annual Meeting of the American Educational Reserach Associtation 2013, San Francisco. Bieg, M., Götz, T., & Lipnevich, A. A. (2012, September). Wenn du denkst du fühlst, dann denkst du nur du fühlst - Der Einfluss des akademischen Selbstkonzepts auf die Diskrepanz von trait- und state-basierten Emotionseinschätzungen. Paper presented at the 48. Kongress der Deutschen Gesellschaft für Psychologie, Bielefeld. Bieg, M., Goetz, T., & Lipnevich, A. A. (2012, July). What students think they feel is different from what they really feel. Paper presented at the 30th International Congress of Psychology 2012, Cape Town. Goetz, T., Bieg, M., & Hall, N.C. (2012, July). Do girls really experience more math anxiety than boys? Paper presented at the 30th International Congress of Psychology 2012, Cape Town. Bieg, M., Goetz, T., Hubbard, K., & Keller, M. (2012, April). Control and Value as Antecedents of State-based and Trait-based Achievement Emotions. Paper presented at the AERA 2012 conference, Vancouver. Bieg, M., Keller, M., & Götz, T. (2011, September). Antezedenzien von State-Emotionen im Lern- und Leistungskontext. Paper presented at the 13. Fachgruppentagung Pädagogische Psychologie der DGPs, Erfurt. I Eigenabgrenzung Wie der entsprechenden Angabe der Co-Autoren zu entnehmen ist (siehe Vorveröffentlichungen der Dissertation), ist die vorliegende Arbeit unter Mithilfe verschiedener Personen entstanden. Im ersten und zweiten Artikel habe ich hauptverantwortlich die Fragestellung und den theoretischen Hintergrund erarbeitet, die Analyse der Daten, Interpretation der Ergebnisse und das Verfassen des Manuskripts übernommen. Im dritten Artikel bestand meine Eigenleistung in der Idee der Fragestellung und der Mitwirkung in ihrer theoretischen Einbettung. Überdies war ich für die Analyse der Daten verantwortlich und habe bei der Interpretation der Ergebnisse sowie beim Verfassen des Manuskripts mitgearbeitet. II Contents Contents Summary ............................................................................................................................... VII Zusammenfassung ................................................................................................................... X 1 General Introduction ........................................................................................................... 2 1.1 The Relevance of Emotions in the Academic Context ................................................ 2 1.2 Trait and State Emotions ............................................................................................. 2 1.2.1 Defining Trait and State – Two Different Conceptualizations for Emotions ...... 3 1.2.2 Different Operationalizations of Trait and State Conceptualizations .................. 4 1.2.3 Trait and State Emotions in the Present Dissertation ........................................... 6 1.2.4 Comparing Trait and State Assessments – Previous Research ............................ 6 1.3 The Present Dissertation – Objectives and Outline ................................................... 10 1.3.1 Research Questions for the Present Dissertation ................................................ 10 1.3.2 Summarizing the Significance of the Present Dissertation ................................ 14 1.3.3 Dissertation Outline – Three Studies ................................................................. 14 2 Can I Master It and Does It Matter? An Intraindividual Analysis on Control-Value Antecedents of Trait and State Academic Emotions ....................................................... 16 2.1 Summary .................................................................................................................... 16 2.2 Introduction ............................................................................................................... 17 2.3 Theoretical Background ............................................................................................ 18 2.3.1 Control and Value Appraisal Antecedents of Emotions .................................... 18 2.3.2 Trait and State – Different Ways of Assessing Academic Emotions ................. 19 2.3.3 Using an Intraindividual Approach to Study Appraisal-Emotion Relationships 19 2.3.4 Aim of the Present Study ................................................................................... 20 2.4 Research Questions and Hypotheses ......................................................................... 21 2.4.1 Hypothesis 1 ....................................................................................................... 21 2.4.2 Hypothesis 2 ....................................................................................................... 21 2.5 Method ....................................................................................................................... 21 III Contents 2.5.1 Sample and Data Collection ............................................................................... 21 2.5.2 Assessment of Trait Data ................................................................................... 22 2.5.3 Assessment of State Data ................................................................................... 22 2.5.4 Statistical Analyses ............................................................................................ 23 2.6 Results ....................................................................................................................... 25 2.6.1 Hypotheses 1 and 2 - Control, Value, and Control × Value Effects .................. 28 2.6.2 Structural Differences between Trait and State .................................................. 30 2.7 Discussion and Implications ...................................................................................... 30 2.7.1 Control and Value as Appraisal Antecedents ..................................................... 30 2.7.2 Interactions between Control and Value ............................................................ 31 2.7.3 Structural Differences in Appraisal-Emotion Relationships between Trait and State Data ........................................................................................................... 31 2.7.4 Limitations, Strengths, and Implications ............................................................ 32 3 What Students Think They Feel Differs From What They Really Feel –Academic Self- Concept Moderates the Discrepancy Between Students’ Trait and State Emotional Self-Reports ......................................................................................................................... 35 3.1 Summary .................................................................................................................... 35 3.2 Theoretical Background ............................................................................................ 36 3.2.1 Assessing Trait and State Emotions: The Accessibility Model of Emotional Self-Report ......................................................................................................... 37 3.2.2 Academic Self-Concept as a Possible Moderator of the Trait-State Discrepancy . ............................................................................................................................ 38 3.3 Aims of the Present Study and Hypotheses ............................................................... 39 3.4 Method ....................................................................................................................... 40 3.4.1 Sample ................................................................................................................ 40 3.4.2 Procedure ............................................................................................................ 41 3.4.3 Statistical Analysis ............................................................................................