Kristina Stockinger
Biographic Data
| ID | 2747147 |
|---|---|
| NAME | Kristina Stockinger |
| GIVEN NAMES | Kristina |
| FAMILY NAME | Stockinger |
| SIGNATURE | STOCKINGER K |
| AFFILIATIONS | University of Augsburg |
| ORCID | 0000-0002-4339-4594 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 34 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Relations between university teachers' teaching‐related coping strategies and well‐being over time
BACKGROUND: University teachers' well-being plays a critical role in their productivity and educational effectiveness. Apart from cross-sectional research on demographic and institutional/contextual correlates, insight into potential causes and consequences of faculty well-being is limited. This includes insight into relations between different coping strategies and well-being. AIMS: We studied the interplay of different strategies for coping wit…
Students’ regulation of anxiety and hope—A multilevel latent profile analysis
Academic examinations are highly emotional for university students, making ER essential for preventing or reducing the negative consequences of negative emotions on well-being and academic performance. Initial theorizing and research suggest that flexibly applying combinations of strategies can promote successful ER. However, studies using intraindividual approaches to examine ER strategy use in specific contexts across multiple occasions, are la…
A three-dimensional taxonomy of achievement emotions
We present a three-dimensional taxonomy of achievement emotions that considers valence, arousal, and object focus as core features of these emotions. By distinguishing between positive and negative emotions (valence), activating and deactivating emotions (arousal), and activity emotions, prospective outcome emotions, and retrospective outcome emotions (object focus), the taxonomy has a 2 × 2 × 3 structure representing 12 groups of achievement emo…
Cognitive appraisals, achievement emotions, and students’ math achievement
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 in math, perceived value of math, and math emotions, and achievement with school grades in math.All v…
Activity Achievement Emotions and Academic Performance
Test anxiety, anxiety disorders, and school-related wellbeing
Control-value appraisals, achievement emotions, and foreign language performance
Beyond cold technology
Are concepts of achievement-related emotions universal across cultures? A semantic profiling approach
Verifying that conceptualisations of emotions are consistent across languages and cultures is a critical precondition for meaningful cross-cultural research on emotional experience. For achievement-related emotions tied to successes or failures, such evidence is virtually non-existent. To address this gap, we compared Canadian, German, Colombian, and Chinese university students’ (NTotal = 126) perceptions of affective, cognitive, motivational, ph…
Surprised-curious-confused
Some epistemic emotions, such as surprise and curiosity, have attracted increasing scientific attention, whereas others, such as confusion, have yet to receive the attention they deserve. In addition, little is known about the relations between these emotions, their joint antecedents and outcomes, and how they differ from other emotions prompted during learning and knowledge generation (e.g., achievement emotions). In 3 studies (Ns = 102, 373, 12…
Surprised-curious-confused
Some epistemic emotions, such as surprise and curiosity, have attracted increasing scientific attention, whereas others, such as confusion, have yet to receive the attention they deserve. In addition, little is known about the relations between these emotions, their joint antecedents and outcomes, and how they differ from other emotions prompted during learning and knowledge generation (e.g., achievement emotions). In 3 studies (Ns = 102, 373, 12…
A three-dimensional taxonomy of achievement emotions
We present a three-dimensional taxonomy of achievement emotions that considers valence, arousal, and object focus as core features of these emotions. By distinguishing between positive and negative emotions (valence), activating and deactivating emotions (arousal), and activity emotions, prospective outcome emotions, and retrospective outcome emotions (object focus), the taxonomy has a 2 × 2 × 3 structure representing 12 groups of achievement emo…
Surprised-curious-confused
Some epistemic emotions, such as surprise and curiosity, have attracted increasing scientific attention, whereas others, such as confusion, have yet to receive the attention they deserve. In addition, little is known about the relations between these emotions, their joint antecedents and outcomes, and how they differ from other emotions prompted during learning and knowledge generation (e.g., achievement emotions). In 3 studies (Ns = 102, 373, 12…
Control-value appraisals, achievement emotions, and foreign language performance
Beyond cold technology
Are concepts of achievement-related emotions universal across cultures? A semantic profiling approach
Verifying that conceptualisations of emotions are consistent across languages and cultures is a critical precondition for meaningful cross-cultural research on emotional experience. For achievement-related emotions tied to successes or failures, such evidence is virtually non-existent. To address this gap, we compared Canadian, German, Colombian, and Chinese university students’ (NTotal = 126) perceptions of affective, cognitive, motivational, ph…
Activity Achievement Emotions and Academic Performance
Test anxiety, anxiety disorders, and school-related wellbeing
Cognitive appraisals, achievement emotions, and students’ math achievement
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 in math, perceived value of math, and math emotions, and achievement with school grades in math.All v…
Students’ regulation of anxiety and hope—A multilevel latent profile analysis
Academic examinations are highly emotional for university students, making ER essential for preventing or reducing the negative consequences of negative emotions on well-being and academic performance. Initial theorizing and research suggest that flexibly applying combinations of strategies can promote successful ER. However, studies using intraindividual approaches to examine ER strategy use in specific contexts across multiple occasions, are la…
A three-dimensional taxonomy of achievement emotions
We present a three-dimensional taxonomy of achievement emotions that considers valence, arousal, and object focus as core features of these emotions. By distinguishing between positive and negative emotions (valence), activating and deactivating emotions (arousal), and activity emotions, prospective outcome emotions, and retrospective outcome emotions (object focus), the taxonomy has a 2 × 2 × 3 structure representing 12 groups of achievement emo…
Relations between university teachers' teaching‐related coping strategies and well‐being over time
BACKGROUND: University teachers' well-being plays a critical role in their productivity and educational effectiveness. Apart from cross-sectional research on demographic and institutional/contextual correlates, insight into potential causes and consequences of faculty well-being is limited. This includes insight into relations between different coping strategies and well-being. AIMS: We studied the interplay of different strategies for coping wit…
Psychology (7 works) · Social Psychology (5 works) · Developmental psychology (4 works) · Education, Achievement, and Giftedness (4 works) · Anxiety (3 works) · Clinical Psychology (3 works) · Cognition (3 works) · Cognitive psychology (3 works) · Emotional Intelligence and Performance (3 works) · PsycINFO (3 works)