NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 5 results Save | Export
Achievement Emotions and Academic Achievement: Reciprocal Relations and the Moderating Influence of Academic Buoyancy
Peer reviewed Peer reviewed
Direct linkDirect link
Putwain, David W.; Wood, Peter; Pekrun, Reinhard – Journal of Educational Psychology, 2022
Control-value theory proposes that achievement emotions impact achievement, and that achievement outcomes (i.e., success and failure) reciprocally influence the development of achievement emotions. Academic buoyancy is an adaptive response to minor academic adversity, and might, therefore, offer protection from achievement being undermined by…
Descriptors: Academic Achievement, Psychological Patterns, Emotional Response, Mathematics Tests
Cognitive Appraisals, Achievement Emotions, and Students' Math Achievement: A Longitudinal Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Forsblom, Lara; Pekrun, Reinhard; Loderer, Kristina; Peixoto, Francisco – Journal of Educational Psychology, 2022
Based on control-value theory (CVT), we examined longitudinal relations between students' control and value appraisals, three activity-related achievement emotions (enjoyment, anger, and boredom), and math achievement (N = 1,716 fifth and seventh grade students). We assessed appraisals and emotions with self-report measures of perceived competence…
Descriptors: Cognitive Processes, Coping, Psychological Patterns, Mathematics Achievement
Emotion Transmission in the Classroom Revisited: A Reciprocal Effects Model of Teacher and Student Enjoyment
Peer reviewed Peer reviewed
Direct linkDirect link
Frenzel, Anne C.; Becker-Kurz, Betty; Pekrun, Reinhard; Goetz, Thomas; Lüdtke, Oliver – Journal of Educational Psychology, 2018
Enjoyment is one of the most relevant and frequently experienced discrete emotions for both teachers and students in classroom learning contexts. Based on theories of emotion transmission between interaction partners, we propose a reciprocal effects model linking teachers' and students' enjoyment in class. The model suggests that there are…
Descriptors: Psychological Patterns, Emotional Experience, Teacher Student Relationship, Models
Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects
Peer reviewed Peer reviewed
Direct linkDirect link
Pekrun, Reinhard; Lichtenfeld, Stephanie; Marsh, Herbert W.; Murayama, Kou; Goetz, Thomas – Child Development, 2017
A reciprocal effects model linking emotion and achievement over time is proposed. The model was tested using five annual waves of the Project for the Analysis of Learning and Achievement in Mathematics (PALMA) longitudinal study, which investigated adolescents' development in mathematics (Grades 5-9; N = 3,425 German students; mean starting…
Descriptors: Academic Achievement, Longitudinal Studies, Emotional Development, Mathematics Achievement
Math Self-Concept, Grades, and Achievement Test Scores: Long-Term Reciprocal Effects across Five Waves and Three Achievement Tracks
Peer reviewed Peer reviewed
Direct linkDirect link
Arens, A. Katrin; Marsh, Herbert W.; Pekrun, Reinhard; Lichtenfeld, Stephanie; Murayama, Kou; vom Hofe, Rudolf – Journal of Educational Psychology, 2017
This study examines reciprocal effects between self-concept and achievement by considering a long time span covering grades 5 through 9. Extending previous research on the reciprocal effects model (REM), this study tests (1) the assumption of developmental equilibrium as time-invariant cross-lagged paths from self-concept to achievement and from…
Descriptors: Mathematics Skills, Self Concept, Mathematics Tests, Standardized Tests