Students' emotions during homework: Structures,self-concept antecedents,and achievement outcomes

In the present study (N = 553; 8th and 11th grade students; 52% female) we investigated students' enjoyment, pride, anxiety, anger, and boredom while completing homework (homework emotions), and contrasted these emotions with those experienced during class (classroom emotions). Both homework emotions and classroom emotions were assessed separately for the domains of mathematics, physics, German, and English. Our hypotheses were based on propositions of the control-value theory of achievement emotions (Pekrun, 2006), Marsh and Ayotte's (2003) differential distinctiveness hypothesis, and previous empirical findings. In line with our assumptions, observed correlations between homework emotions and classroom emotions suggested that the emotions experienced in the two settings should be assessed separately. Within domains, both homework emotions and classroom emotions showed clear linkages with students' academic self-concept and achievement outcomes, with self-concept being slightly more strongly related to classroom emotions. Between-domain relations of emotions were significantly stronger for homework emotions as compared to classroom emotions, likely due to the relative situational homogeneity of homework settings across domains. Further, between-domain relations for emotions in both settings were weaker in 11th grade students, whereas within-domain relations did not differ as a function of age. Implications for research and educational practice are discussed.     

Two physiotherapists, one librarian and a systematic literature review: collaboration in action

AIM: This paper explores the processes of collaboration between a librarian and two academic physiotherapists working on a systematic review jointly funded by the University of the West of England (UWE), Bristol, and the Royal National Hospital for Rheumatic Diseases (RNHRD), Bath, UK. The aim of this paper is to describe and evaluate some of the processes of collaboration between the three authors in their work in progress on a funded systematic literature review on the topic of hydrotherapy and pain. METHODS: The vehicle for describing and analysing these processes is a joint (National Health Service Trust and University) funded systematic literature review currently in progress on the topic of hydrotherapy and pain. RESULTS: Systematic review methodology is becoming increasingly complex and is rapidly developing its own research base. Librarian input is a key element in a successful systematic review. CONCLUSIONS: Systematic reviews play a critical role in informing healthcare delivery and research in the UK. The individual nature and inherent complexity of each review demands close collaboration between librarians, academics and clinicians. In addition to enhancing the reviews themselves, there are many other personal and institutional benefits of collaborative working. Consideration may need to be given to library staff structures and roles if these benefits are to be maximized and sustained.