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Almaz Mesghina; Elayne Vollman; Kelly Trezise; Lindsey Engle Richland – Journal of Educational Psychology, 2024
We investigated whether worked examples could be used to reduce cognitive load on mathematics learners who may have reduced available cognitive resources due to experiencing anxiety or excess stress. Across 2 days, 280 fifth-grade students learned from a difficult lesson on ratio, half of whom reviewed worked examples at key problem-solving…
Descriptors: Stress Variables, Grade 5, Mathematics Instruction, Mathematics Anxiety
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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
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Hunter, Jennifer A.; Eastwood, John D. – Journal of Educational Psychology, 2021
Prior research has proposed that boredom and academic performance are reciprocally causal of one another. The present study sought to better understand the relationship between boredom and academic performance by, for the first time: distinguishing between boredom proneness, state boredom, and judgments of task boringness; conducting experiments…
Descriptors: Attention Control, Academic Achievement, College Students, Psychological Patterns
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Lichtenfeld, Stephanie; Pekrun, Reinhard; Marsh, Herbert W.; Nett, Ulrike E.; Reiss, Kristina – Journal of Educational Psychology, 2023
Achievement emotions have received increasing attention in research on adolescence and young adulthood, but little is known about these emotions in the early years of schooling. Studies addressing the development of different achievement emotions and their linkages with achievement during these years are largely lacking. The present longitudinal…
Descriptors: Academic Achievement, Psychological Patterns, Elementary School Students, Longitudinal Studies
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Beymer, Patrick N.; Flake, Jessica K.; Schmidt, Jennifer A. – Journal of Educational Psychology, 2023
Students' perceptions of cost are important predictors of academic and motivational outcomes. Though cost has been described as the anticipated effort one must put forth on an activity and what an individual sacrifices to complete a task, no known work has examined the extent to which anticipated cost beliefs predict experienced cost or whether…
Descriptors: Predictor Variables, Student Attitudes, Beliefs, Mathematics Achievement
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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
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Daniels, Lia M.; Stupnisky, Robert H.; Pekrun, Reinhard; Haynes, Tara L.; Perry, Raymond P.; Newall, Nancy E. – Journal of Educational Psychology, 2009
Affect and emotions are frequently seen as outcomes of mastery and performance goals, but affective experiences may also predict goal adoption. In a predictive study (N = 669 first-year college students), the authors used structural equation modeling to estimate relationships from 2 initial affective experiences to mastery and performance-approach…
Descriptors: College Freshmen, Structural Equation Models, Goal Orientation, Psychological Patterns