Stephanie Lichtenfeld
Biographic Data
| ID | 2013543 |
|---|---|
| NAME | Stephanie Lichtenfeld |
| GIVEN NAMES | Stephanie |
| FAMILY NAME | Lichtenfeld |
| SIGNATURE | LICHTENFELD S |
| AFFILIATIONS | Ludwig-Maximilians-Universität München |
| ORCID | 0000-0003-3485-9078 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 43 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Parents’ academic expectations and aspirations predict students’ achievement emotions
Malleability of emotions: Developing the robust incremental beliefs about emotion scale for elementary school children (Ribes-C)
Beliefs about the ability to control emotions are related to emotional and interpersonal outcomes as well as school achievement, and can be shaped through interventions possibly in the early school years. However, they were rarely studied with children, partly for lack of measurement instruments. We investigated elementary school students’ beliefs about malleability of positive and negative emotions by developing the Robust Incremental Beliefs ab…
Profiles of control, value and achievement emotions in primary school mathematics lessons
Background Achievement emotions are important for mathematical achievement. However, it is currently unclear how specific combinations of emotions—and their associated control and value appraisals—relate to mathematics performance, especially in younger students. Aims The aims of this study were to (i) identify heterogeneous profiles of control, value and achievement emotions (enjoyment, boredom and anxiety) experienced during primary‐school math…
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…
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: …
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…
Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects
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 age = 11.7 years; representative sample). Structural equation modeling showed that positive emotions (enjoy…
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…
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…
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…
Potential-based achievement goals
BackgroundSelf-based achievement goals use one's own intrapersonal trajectory as a standard of evaluation, and this intrapersonal trajectory may be grounded in one's past (past-based goals) or one's future potential (potential-based goals). Potential-based goals have been overlooked in the literature to date.AimsThe primary aim of the present research was to address this oversight within the context of the 3 × 2 achievement goal framework.Samples…
Predicting Long-Term Growth in Students' Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies
This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long-term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10; Mage = 11.7 years at baseline; N = 3,530), latent growth curve modeling was employed to analyze growth in achieve…
Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES)
Always look on the broad side of life: Happiness increases the breadth of sensory memory
Research has shown that positive affect increases the breadth of information processing at several higher stages of information processing, such as attentional selection or knowledge activation. In the present study, we examined whether these affective influences are already present at the level of transiently storing incoming information in sensory memory, before attentional selection takes place. After inducing neutral, happy, or sad affect, pa…
The semantic red effect: Processing the word red undermines intellectual performance
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…
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…
Potential-based achievement goals
BackgroundSelf-based achievement goals use one's own intrapersonal trajectory as a standard of evaluation, and this intrapersonal trajectory may be grounded in one's past (past-based goals) or one's future potential (potential-based goals). Potential-based goals have been overlooked in the literature to date.AimsThe primary aim of the present research was to address this oversight within the context of the 3 × 2 achievement goal framework.Samples…
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
The semantic red effect: Processing the word red undermines intellectual performance
Always look on the broad side of life: Happiness increases the breadth of sensory memory
Research has shown that positive affect increases the breadth of information processing at several higher stages of information processing, such as attentional selection or knowledge activation. In the present study, we examined whether these affective influences are already present at the level of transiently storing incoming information in sensory memory, before attentional selection takes place. After inducing neutral, happy, or sad affect, pa…
Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES)
Predicting Long-Term Growth in Students' Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies
This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long-term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10; Mage = 11.7 years at baseline; N = 3,530), latent growth curve modeling was employed to analyze growth in achieve…
Potential-based achievement goals
BackgroundSelf-based achievement goals use one's own intrapersonal trajectory as a standard of evaluation, and this intrapersonal trajectory may be grounded in one's past (past-based goals) or one's future potential (potential-based goals). Potential-based goals have been overlooked in the literature to date.AimsThe primary aim of the present research was to address this oversight within the context of the 3 × 2 achievement goal framework.Samples…
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…
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…
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…
Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects
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 age = 11.7 years; representative sample). Structural equation modeling showed that positive emotions (enjoy…
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…
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…
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: …
Parents’ academic expectations and aspirations predict students’ achievement emotions
Malleability of emotions: Developing the robust incremental beliefs about emotion scale for elementary school children (Ribes-C)
Beliefs about the ability to control emotions are related to emotional and interpersonal outcomes as well as school achievement, and can be shaped through interventions possibly in the early school years. However, they were rarely studied with children, partly for lack of measurement instruments. We investigated elementary school students’ beliefs about malleability of positive and negative emotions by developing the Robust Incremental Beliefs ab…
Profiles of control, value and achievement emotions in primary school mathematics lessons
Background Achievement emotions are important for mathematical achievement. However, it is currently unclear how specific combinations of emotions—and their associated control and value appraisals—relate to mathematics performance, especially in younger students. Aims The aims of this study were to (i) identify heterogeneous profiles of control, value and achievement emotions (enjoyment, boredom and anxiety) experienced during primary‐school math…
Psychology (15 works) · Social Psychology (12 works) · Developmental psychology (11 works) · Education, Achievement, and Giftedness (11 works) · Academic achievement (9 works) · Mathematics education (6 works) · Boredom (5 works) · Early Childhood Education and Development (5 works) · Longitudinal study (5 works) · Cognition (4 works)