Adolescents’ test-relAted emotions in estoniAn schools
Journal Title: Problems of Education in the 21st Century - Year 2009, Vol 18, Issue 12
Abstract
Positive and negative emotional experiences play an important role in academic achievement settings. Students at school experience a variety of stress-related situations. A major type of stress-related situations is tests students are regularly confronted with. The purpose of this study was to compare test – related emotions of students studying in schools with Estonian as the language of instruction and with Russian as the language of instruction and also compare the evaluations of students studying in mainstream classes to evaluations of students studying in special classes for learning and behavioural diffculties. This study assessed participants (N = 687) emotional experiences in academic settings when taking tests. We measured students’ positive emotions (enjoyment, hope and pride) and negative emotions (anger, anxiety, shame and hopelessness) (Academic Emotions Questionnaire [AEQ] Pekrun, 2000). Results showed that in academic achievement there were differences in grade, sex and class type level. In lower grades students reported signifcantly better marks than those in upper grade levels. According to our research test- related emotions differ between students studying in schools with Estonian as the language of instruction and with Russian as the language of instruction. That means those in Russian as the language of instruction reported signifcantly grater positive and negative emotions than those in schools with Estonian as the language of instruction. There was no signifcant difference in test- related emotions between regular classes and students in the classes for students with learning and behavioral diffculties.
Authors and Affiliations
Mai Normak, Leida Talts
Keywords
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