Reinhard Pekrun
Biographic Data
| ID | 196590 |
|---|---|
| NAME | Reinhard Pekrun |
| GIVEN NAMES | Reinhard |
| FAMILY NAME | Pekrun |
| SIGNATURE | PEKRUN R |
| AFFILIATIONS | Ludwig-Maximilians-Universität München |
| ORCID | 0000-0003-4489-3827 |
| VERIFIED | Yes |
| TOTAL WORKS | 108 |
| TOTAL CITATIONS | 264 |
| AUTHOR COUNT | 106 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 11 |
Throwing Out the Bathwater but Keeping the Baby: Extending Campbell-Fiske’s Multitrait-Multimethod Framework
The 65th anniversary of Campbell and Fiske’s multitrait-multimethod (MTMM) framework provides a timely opportunity to revisit and modernize this foundational model for construct validation. Although structural-equation-modeling-based MTMM approaches have enhanced the field, their widespread application remains constrained by convergence problems, ambiguous trait-method distinctions, and a lack of consensus regarding optimal model specifications. …
On Model Interpretability and Time-Reversal Testing in Analyses of Reciprocal Effects: Clarifying Modeling Issues in Sorjonen et al.’s (2025a, 2025b) Commentaries
Núñez-Regueiro et al. (2025) recently demonstrated that the alternative models used by Sorjonen et al. (2025a) to reject the reciprocal effects model (REM) contained misspecifications that, when addressed, yielded results consistent with the REM. In a reply to our critique, Sorjonen et al. (2025b) defended their original models as valid modeling approaches. They further proposed time-reversal tests, which they interpreted as contradicting the REM…
Investigating the effects of class average achievement: Attending a high-achieving class is neither beneficial for student achievement nor for academic self-concept
We test the effects of class-average achievement and teaching quality on students. • Controlling for pre-selection effects strengthened the Big-Fish-little-pond-effect. • Controlling for pre-selection effects weakened the peer spillover effect. • Teacher enthusiasm and classroom management had little added value for achievement. • High class-average achievement does not benefit students’ achievement or self-concept. Research has shown positive ef…
Test boredom while working on difficult versus easy tasks: The same emotion but different effects on performance
The focus of this work was on test boredom experienced while working on difficult versus easy tasks.In Study 1 (N 5 208 eighth graders), we investigated the structural validity of test boredom while working on difficult tasks (i.e., overchallenge boredom) versus easy tasks (i.e., underchallenge boredom).Supporting our hypotheses, the Test Boredom Scale-State demonstrated scalar invariance across both situations, with weakto-moderate correlations …
Unpacking the Complex Mechanisms of Teacher‐to‐Student Emotion Transmission in Foreign Language Classrooms: A Mixed‐Methods Study
Drawing on emotion contagion and social appraisal theories of interpersonal emotion transmission and the control‐value theory (CVT) of achievement emotions, this mixed‐method study explored how foreign language (FL) students’ perceptions of teacher emotions transferred to their own emotions in classroom settings. We collected data using self‐report questionnaires completed by 408 middle school students, along with semi‐structured interviews with …
The role of leadership in medical trainee team-regulation dynamics in crisis resource management simulation education
Parents’ academic expectations and aspirations predict students’ achievement emotions
Test anxiety, emotion regulation, and achievement: Lagged and contemporaneous reciprocal relations
Many studies have shown that test anxiety is negatively related to achievement, but studies testing reciprocal relations with achievement are largely lacking. Furthermore, non-adaptive forms of emotion regulation have been linked to elevated anxiety but there are few studies of emotion regulation and test anxiety specifically, and emotion regulation is rarely considered alongside relations between test anxiety and achievement. Given that strategi…
Medical trainees' emotions and their effects on perceptions of performance and team mood in team‐based simulations
BACKGROUND: Emotions affect performance in learning contexts; however, their effects on medical trainees' performance in highly ecologically valid settings, like team-based simulation training, are not well understood. It is therefore imperative to know which emotions are experienced by medical trainees and the impacts of these emotions on perceptions of performance and team mood. AIMS: To extend the understanding of medical trainees' emotions in…
Examining the Origins and Outcomes of Research-Related Emotions in Faculty: Developing the Research Emotions Questionnaire (REQ)
University faculty experience many emotions that have implications for their research success; however, previous studies on research-related emotions in faculty have consistently employed self-report measures with limited validity, reliability, and scope. The current study aimed to validate the Research Emotions Questionnaire (REQ) among STEM faculty, examine potential differences in emotions by demographic and job-related factors, and test a hyp…
Control-Value Theory: From Achievement Emotion to a General Theory of Human Emotions
In its original version, control-value theory describes and explains achievement emotions. More recently, the theory has been expanded to also explain epistemic, social, and existential emotions. In this article, I outline the development of the theory, from preliminary work in the 1980s to early versions of the theory and the recent generalized control-value theory. I provide summaries of the theory’s evidence-based propositions on antecedents, …
How the predictors of math achievement change over time: A longitudinal machine learning approach
Researchers have focused extensively on understanding the factors influencing students’ academic achievement over time. However, existing longitudinal studies have often examined only a limited number of predictors at one time, leaving gaps in our knowledge about how these predictors collectively contribute to achievement beyond prior performance and how their impact evolves during students’ development. To address this, we employed machine learn…
Effects of peers’ emotions on students’ emotions, achievement goals, mental effort, and performance
Emotion transmission often occurs in social interactions but has attracted limited attention in the education domain. Given the frequent interactions among teachers and students, not only teachers’ emotions but also peers’ emotions may influence students’ learning. This preregistered experimental study investigated how peers’ emotions (either enjoyment, neutral state, or frustration) affect students’ emotion, motivation, and cognition in observat…
Developmental trajectories of achievement emotions in mathematics during adolescence
This study examined how adolescents' emotions in mathematics develop over time. Growth curve modeling was applied to longitudinal data collected annually from 2002 to 2006 (Grades 5–9; N = 3425 German adolescents; Mage = 11.7, 15.6 years at the first and last waves, respectively; 50.0% female). Results indicated that enjoyment and pride decreased over time (Glass's Δs = −.86, −.71). In contrast, negative emotions exhibited more complex patterns: …
Boredom due to being over- or under-challenged in mathematics: A latent profile analysis
BackgroundRecent research on boredom suggests that it can emerge in situations characterized by over- and under-challenge. In learning contexts, this implies that high boredom may be experienced both by low- and high-achieving students.AimsThis research aimed to explore the existence and prevalence of boredom due to being over- and under-challenged in mathematics, for which empirical evidence is lacking.SampleWe employed a sample of 1.407 student…
Our individual order of things directs how we think we feel
Our work draws upon Foucault's idea that the order of things, defined as the way we categorise our world, matters for how we think about the world and ourselves. Specifically, and drawing upon Pekrun's control-value theory, we focus on the question of whether the way we individually order our world into categories influences how we think about our typically experienced emotions related to these categories. To investigate this phenomenon, we used …
Students’ emotion regulation and school-related well-being: Longitudinal models juxtaposing between- and within-person perspectives
There is a lack of research examining how students’ emotion regulation is linked to their wellbeing at school. To address this gap in the current literature, we examined reciprocal relations between two important emotion regulation strategies (cognitive reappraisal and expressive suppression) and school-related wellbeing over 12 months across two school years. We collected data from 2,365 secondary and upper secondary students in England (aged 11…
Achievement emotions and elementary school children’s academic performance: Longitudinal models of developmental ordering
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 study aimed to fill this gap by examining the development of enjoyment, boredom, and anxiety in mathemat…
Test boredom: Exploring a neglected emotion
The emotion of boredom has sparked considerable interest in research on teaching and learning, but boredom during tests and exams has not yet been examined.Based on the control-value theory of achievement emotions, we hypothesized that students may experience significant levels of boredom during testing ("test boredom"; H1), and that test boredom may be significantly related to theoretically hypothesized antecedents (control and value appraisals;…
Self-regulated and externally regulated learning in adolescence: Developmental trajectories and relations with teacher behavior, parent behavior, and academic achievement
Both self-regulation and external regulation are key to understanding adolescents' learning and positive development at school. However, evidence on the joint development of self-regulated learning and externally regulated learning during adolescence is lacking. In addition, the current knowledge on interrelations between the development of adolescents' self-regulated learning, externally regulated learning, behaviors of teachers and parents in t…
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…
The dynamic experience of taking an examination: Ever changing cortisol and expectancy for success
BackgroundThis study examined the relations between students' expectancies for success and a physiological component of test anxiety, salivary cortisol, during an authentic testing setting.AimsThe aim of the study was to better understand the connection between shifts in students' control appraisals and changes in the physiological component of test anxiety.SampleThe study comprised 45 undergraduate engineering majors in the United States.Methods…
Mind and body in students' and teachers' engagement: New evidence, challenges, and guidelines for future research
Background and AimsTraditionally, research in educational psychology has neglected the physiological foundations of motivation, emotion, engagement, and learning. Recent studies have made substantial progress to more fully consider physiological processes, as documented in the contributions to this special issue. In this commentary, I summarize their findings, discuss strengths and weaknesses, and outline directions for future research.ResultsThe…
Development of Achievement Emotions
Children and adolescents frequently experience emotions such as enjoyment, hope, pride, anger, anxiety, shame, or boredom in school. Similarly, achievement situations at work or in sports during adulthood can evoke intense emotions. Using Pekrun’s (2006, 2021) control-value theory of achievement emotions as a theoretical framework, this chapter reviews developmental research on these emotions. The findings show that achievement emotions develop e…
Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis
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…
Emotions in classroom language learning: What can we learn from achievement emotion research
An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years
Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative sample of 3,370 German stude…
Surprised-curious-confused: Epistemic emotions and knowledge exploration
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…
Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept
Ever since the classic research of Nicholls (1976) and others, effort has been recognized as a double-edged sword: while it might enhance achievement, it undermines academic self-concept (ASC). However, there has not been a thorough evaluation of the longitudinal reciprocal effects of effort, ASC, and achievement, in the context of modern self-concept theory and statistical methodology. Nor have there been developmental equilibrium tests of wheth…
Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect
Recent research has shown that for some topics, messages to refute and revise misconceptions may backfire. The current research offers one possible account for this backfire effect (i.e., the ironic strengthening of belief in erroneous information after an attempted refutation) from an educational psychology perspective and examines whether emotions mediate the relationship between self-concept and learning from refutation texts. In an experiment…
Beyond quantitative decline: Conceptual shifts in adolescents' development of interest in mathematics
Research has shown that the average values for academic interest decrease during adolescence. Looking beyond such quantitative decline, we explored qualitative change of interest in the domain of mathematics across adolescence. Study 1 was based on a longitudinal data set (annual assessments from Grade 5 to Grade 9; N = 3,193). Latent variable modeling showed that the measurement coefficients of the latent variable of interest (intercepts, struct…
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…
Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis
Based on the control-value theory of achievement emotions, this longitudinal study examined students’ control-value appraisals as antecedents of their enjoyment and boredom in mathematics. Self-report data for appraisals and emotions were collected from 579 students in their final year of primary schooling over three waves. Data were analyzed using latent interaction structural equation modeling. Control-value appraisals predicted emotions intera…
Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context
This study investigated adolescents' developmental trajectories of mathematics interest and explored related effects of gender, family, and school context. Latent growth curve modeling was used to analyze longitudinal data of N=3,193 students (51% female) from grades 5 to 9 from all 3 ability tracks of the German state school system. Annual assessments involved student questionnaires on interest in mathematics, perceptions of classroom characteri…
Teachers’ emotions and emotion management: Integrating emotion regulation theory with emotional labor research
Academic emotions from a social-cognitive perspective: Antecedents and domain specificity of students' affect in the context of Latin instruction
This study concentrates on two assumptions of a social-cognitive model outlining the development of academic emotions (emotions directly linked to learning, classroom instruction, and achievement), namely on their antecedents and domain-specific organization. Our sample consisted of 200 students from Grades 7 to 10. Proposed relationships concerning the antecedents of academic emotions were tested in the context of Latin language instruction. Cor…
Achievement Emotions in Germany and China: A Cross-Cultural Validation of the Academic Emotions Questionnaire-Mathematics
The aim of this study was to establish the construct comparability and cross-cultural utility of the German and Chinese versions of the Academic Emotions Questionnaire-Mathematics (AEQ-M). Based on data from 312 German and 579 Chinese eighth-grade students, mean and covariance structures analysis revealed that the AEQ-M shows a high degree of measurement invariance across cultures. In addition, the emotions assessed by the AEQ-M showed similar pa…
Don’t aim too high for your kids: Parental overaspiration undermines students’ learning in mathematics
Previous research has suggested that parents' aspirations for their children's academic attainment can have a positive influence on children's actual academic performance. Possible negative effects of parental overaspiration, however, have found little attention in the psychological literature. Employing a dual-change score model with longitudinal data from a representative sample of German school children and their parents (N = 3,530; Grades 5 t…
Happy fish in little ponds: Testing a reference group model of achievement and emotion
A theoretical model linking achievement and emotions is proposed. The model posits that individual achievement promotes positive achievement emotions and reduces negative achievement emotions. In contrast, group-level achievement is thought to reduce individuals' positive emotions and increase their negative emotions. The model was tested using one cross-sectional and two longitudinal datasets on 5th to 10th grade students' achievement emotions i…
The role of achievement emotions in primary school mathematics: Control-value antecedents and achievement outcomes
BackgroundAppraisals of control and value are proposed as proximal antecedents of achievement emotions, which, in turn, predict achievement. Relatively few studies have investigated how control and value may interact to determine achievement emotions, or subsequent achievement mediated by emotions.AimTo examine whether control, value, and their interaction predicted mathematics test score directly, and indirectly, mediated by three salient achiev…
New faculty members' emotions: A Mixed-Method Study
The current study developed when new faculty members spontaneously reported discrete emotions during focus groups exploring the factors affecting their success. Qualitative analysis using the framework of Pekrun's control–value theory of emotions revealed 18 different emotions with varying frequencies. A follow-up survey of 79 new faculty members showed significantly more enjoyment, pride, and boredom regarding teaching, whereas more anxiety, gui…
The semantic red effect: Processing the word red undermines intellectual performance
Emotions in Reading and Learning from Texts: Progress and Open Problems
Reading texts can prompt intense emotions, and these emotions profoundly influence learning from texts. I first discuss the findings from the eight studies reported in this special issue. The studies represent pivotal advances in research on reading. Focusing on learning from science texts, they show that different emotions and different types of text influence reading in different ways. Furthermore, they document how the interplay of emotions, t…
Inquiry on emotions in higher education: Progress and Open Problems
This special issue provides a snapshot of current research on emotions in higher education. The findings document the wide range of emotions that can occur at university, help explain their antecedents, such as control-value appraisals and learning environments, and show that emotions are prime drivers of students’ and academics’ engagement, performance, and interpersonal perceptions. However, there also are limitations, which can be used to sugg…
Faculty enjoyment, anxiety, and boredom for teaching and research: Instrument Development and Testing Predictors of Success
This study examined the role of emotions in predicting university faculty teaching and research performance while addressing the methodological limitations of past research. Recruited using social media, 312 early-career faculty completed an online survey containing six newly adapted multi-item emotion scales assessing enjoyment, anxiety, and boredom related to both teaching and research. Analyses supported the reliability as well as convergent a…
Perceived control and emotions: Interactive effects on performance in achievement settings
Boredom due to being over- or under-challenged in mathematics: A latent profile analysis
BackgroundRecent research on boredom suggests that it can emerge in situations characterized by over- and under-challenge. In learning contexts, this implies that high boredom may be experienced both by low- and high-achieving students.AimsThis research aimed to explore the existence and prevalence of boredom due to being over- and under-challenged in mathematics, for which empirical evidence is lacking.SampleWe employed a sample of 1.407 student…
Self-regulated and externally regulated learning in adolescence: Developmental trajectories and relations with teacher behavior, parent behavior, and academic achievement
Both self-regulation and external regulation are key to understanding adolescents' learning and positive development at school. However, evidence on the joint development of self-regulated learning and externally regulated learning during adolescence is lacking. In addition, the current knowledge on interrelations between the development of adolescents' self-regulated learning, externally regulated learning, behaviors of teachers and parents in t…
The dynamic experience of taking an examination: Ever changing cortisol and expectancy for success
BackgroundThis study examined the relations between students' expectancies for success and a physiological component of test anxiety, salivary cortisol, during an authentic testing setting.AimsThe aim of the study was to better understand the connection between shifts in students' control appraisals and changes in the physiological component of test anxiety.SampleThe study comprised 45 undergraduate engineering majors in the United States.Methods…
Mind and body in students' and teachers' engagement: New evidence, challenges, and guidelines for future research
Background and AimsTraditionally, research in educational psychology has neglected the physiological foundations of motivation, emotion, engagement, and learning. Recent studies have made substantial progress to more fully consider physiological processes, as documented in the contributions to this special issue. In this commentary, I summarize their findings, discuss strengths and weaknesses, and outline directions for future research.ResultsThe…
The Impact of Emotions on Learning and Achievement: Towards a Theory of Cognitive/Motivational Mediators
Cet article esquisse les grandes lignes d'une modélisation de l'influence des émotions sur la formation et la réussite des étudiants. De tels effets ont été abordés empiriquement pour ce qui est de l'anxiété due au testing et de l'état d'esprit positif ou négatif. On peut soutenir que bien d'autres émotions agissent sur la performance. L'élaboration d'hypothèses sur ce genre d'influences présuppose qu'elles doivent être médiatisées a) par des méc…
A Social-Cognitive, Control-Value Theory of Achievement Emotions
Academic control and action control in the achievement of college students: A longitudinal field study.
A contradiction to the typical pattern of academic success occurs when bright, enthusiastic high school students fail after entering university. Two measures, perceived academic control and action control (i.e., preoccupation with failure) were administered to 524 college students at the beginning of a 2-semester course. Achievement-related cognitions, emotions, motivation, and final grades were measured at the end of the course. High-academic-co…
Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research
Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instru…
The Domain Specificity of Academic Emotional Experiences
The authors analyzed the domain specificity of emotions and focused on experiences of enjoyment, anxiety, and boredom in the domains of mathematics, Latin, German, and English. On the basis of assumptions in R. Pekrun's (2000; in press) control-value theory and findings of pilot studies, the authors hypothesized the existence of a largely domain-specific organization of emotional experiences. The sample consisted of 721 students from grades 7 to …
Achievement goals and discrete achievement emotions: A theoretical model and prospective test.
A theoretical model linking achievement goals to discrete achievement emotions is proposed. The model posits relations between the goals of the trichotomous achievement goal framework and 8 commonly experienced achievement emotions organized in a 2 (activity/outcome focus) × 2 (positive/negative valence) taxonomy. Two prospective studies tested the model in German and American college classrooms. The results were largely in line with the hypothes…
The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice
Academic emotions from a social-cognitive perspective: Antecedents and domain specificity of students' affect in the context of Latin instruction
This study concentrates on two assumptions of a social-cognitive model outlining the development of academic emotions (emotions directly linked to learning, classroom instruction, and achievement), namely on their antecedents and domain-specific organization. Our sample consisted of 200 students from Grades 7 to 10. Proposed relationships concerning the antecedents of academic emotions were tested in the context of Latin language instruction. Cor…
Emotion in Education
This edited book examines some of the current inquiry related to the study of emotions in educational contexts. There has been a notable increased interest in educational research on emotions.
Between- and within-domain relations of students' academic emotions.
The authors investigated between- and within-domain relations of academic emotions, including students' enjoyment, pride, anxiety, anger, and boredom experienced in mathematics, physics, German, and English classes (N = 542; Grades 8 and 11). Corroborating assumptions of domain specificity, the between-domains relations of these emotions were weak and inconsistent. However, there was more domain specificity of academic emotions in Grade 11 studen…
Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms
The Control-Value Theory of Achievement Emotions
Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics
Perceived control and emotions: Interactive effects on performance in achievement settings
Achievement Emotions in Germany and China: A Cross-Cultural Validation of the Academic Emotions Questionnaire-Mathematics
The aim of this study was to establish the construct comparability and cross-cultural utility of the German and Chinese versions of the Academic Emotions Questionnaire-Mathematics (AEQ-M). Based on data from 312 German and 579 Chinese eighth-grade students, mean and covariance structures analysis revealed that the AEQ-M shows a high degree of measurement invariance across cultures. In addition, the emotions assessed by the AEQ-M showed similar pa…
Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment
A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.
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 goals, from goals to discrete emotions, and from discrete emotions to final grades in a university c…
Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment.
In this study, the authors examined the relationship between teacher and student enjoyment. Based on social-cognitive approaches to emotions, they hypothesized (a) that teacher enjoyment and student enjoyment within classrooms are positively linked and (b) that teacher enthusiasm mediates the relationship between teacher and student enjoyment. Self-reported enjoyment of mathematics classes was available from 1,542 students from 71 classrooms at 2…
Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance.
The authors propose a theoretical model linking achievement goals and achievement emotions to academic performance. This model was tested in a prospective study with undergraduates (N 213), using exam-specific assessments of both goals and emotions as predictors of exam performance in an introductory-level psychology course. The findings were consistent with the authors ’ hypotheses and supported all aspects of the proposed model. In multiple reg…
Contents Vol. 52, 2009
Goals, Emotions, and Emotion Regulation: Perspectives of the Control-Value Theory
Recent research has started to explore the role of emotions as outcomes and antecedents of achievement goals
Context specificity of implicit preferences: The case of human preference for red
Three experiments were conducted on color preference using a spontaneous selection paradigm with infant participants. Experiment 1 demonstrated that participants prefer red over green in a friendly laboratory environment. Experiment 2 demonstrated that participants' preference for red varies with the context in which the color is presented: Red is preferred in a hospitable context (following a happy face), but not in a hostile context (following …
The semantic red effect: Processing the word red undermines intellectual performance
Achievement Emotions: A Control‐Value Approach
Emotions are ubiquitous in achievement settings. Apart from test anxiety research and attributional studies, psychological research has neglected these emotions. We argue that more research on the functions, origins, and regulation of achievement emotions is needed, addressing both outcome emotions related to success and failure, such as hope, pride, anxiety, shame, and hopelessness, and activity emotions such as the enjoyment and boredom experie…
Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.
The linkages of achievement-related boredom with students appraisals and performance outcomes were examined in a series of 5 exploratory, cross-sectional, and predictive investigations. Studies 1 and 2 assessed students boredom in a single achievement episode (i.e., state achievement boredom); Studies 3, 4, and 5 focused on their habitual boredom (i.e., trait achievement boredom). Samples consisted of university students from two different cultur…
Psychology (99 works) · Social Psychology (79 works) · Education, Achievement, and Giftedness (59 works) · Developmental psychology (58 works) · Cognitive psychology (41 works) · Academic achievement (40 works) · Mathematics education (34 works) · Grit, Self-Efficacy, and Motivation (28 works) · Boredom (27 works) · Early Childhood Education and Development (24 works)