Thomas Goetz
Dados Biográficos
| ID | 196591 |
|---|---|
| NOME | Thomas Goetz |
| PRENOMES | Thomas |
| SOBRENOME | Goetz |
| ASSINATURA | GOETZ T |
| AFILIAÇÕES | University of Konstanz |
| ORCID | 0000-0002-8908-2166 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 58 |
| TOTAL DE CITAÇÕES | 148 |
| TOTAL COMO AUTOR | 58 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1997 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 8 |
Teachers’ situational joy, anger, and achievement goals linked by control- and value-appraisals
Test boredom while working on difficult versus easy tasks
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 …
Investigating the Relationship Between Boredom and Creativity
This study examined the boredom–creativity link by including students’ levels of over- and underchallenge. Based on the Meaning and Attentional Components model and the Cognitive Load Theory, we proposed the negative effects of students’ boredom combined with being overchallenged on creativity, whereas boredom combined with being underchallenged might enhance creativity. We examined this hypothesis in mathematics classes in a sample of N = 119 Ge…
Beyond the blues
INTRODUCTION: Theoretical approaches suggest that adaptability and well-being could serve as protective factors in influencing mental health. However, it remains empirically unclear how students' prior adaptability and well-being predict depression (and vice versa) in the long term. Hence, using a longitudinal design, the present study explores the reciprocal relations among university students' adaptability, well-being, as well as depression bef…
Parents’ academic expectations and aspirations predict students’ achievement emotions
Exploring antecedents of student teachers' emotions during instructional experiences
Theoretical BackgroundIn the area of teacher motivation, the teaching practicum stands out as a pivotal element. The pronounced complexity of teaching during this specific phase may pose an emotional challenge, making the exploration of student teachers' emotions a worthwhile endeavour.AimsBased on a theoretical model and rooted in a process-oriented perspective, this diary study examines student teachers' discrete emotions, focusing on proximal …
Can personality predict foreign language classroom emotions? The devil’s in the detail
Personality has been identified as a possible antecedent to emotions experienced in the foreign language (FL) classroom. However, contrasting results and differing personality models have resulted in ambiguous findings. This study set out to delve deeper into the role of personality as a predictor of FL emotions through a series of increasingly restrictive statistical models on a sample of n = 246 FL learners. The relationships between personalit…
How the predictors of math achievement change over time
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: …
Teachers emotionally profit from positive school leadership
Based on Pekrun's (2006) control-value theory (CVT) of achievement emotions, we investigated the antecedents of school teachers' emotions. We hypothesized that teachers' perception of positive leadership at school as assessed via PERMA-Lead, a leading style grounded in positive psychology, would lead to teachers' experiences of high positive and low negative teaching emotions. According to CVT, those relations should be mediated by teachers' perc…
Feeling Politics at High School
Studies on voters have shown that emotions are an important factor in politics. However, less is known about emotions experienced by adolescents in the context of civic education. Applying the control‐value theory to a cross‐curricular context, we analyze the relations between two types of emotions experienced in civic education and their antecedents and effects on learning: achievement emotions experienced during in‐class political discussions a…
Boredom due to being over- or under-challenged in mathematics
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 …
Test boredom
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
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…
Control, anxiety and test performance
BackgroundThis study investigated the role of different test anxiety components (affective, cognitive, motivational and physiological) as mediators between control and performance as proposed by Pekrun's control-value theory (CVT). While all components were assessed via self-report, the physiological component was additionally assessed via electrodermal activity (EDA).AimsWe examined the relative impact of the self-reported anxiety components and…
Is English the Culprit? Longitudinal Associations Between Students’ Value Beliefs in English, German, and French in Multilingual Switzerland
Motivational interactions during multiple language learning have been largely neglected in language motivation research. To fill this gap, we investigate longitudinal relations between Swiss German students’ value beliefs in English, French, and German in upper secondary schools and whether there are differences in motivational development between multilingual and monolingual students. Multivariate latent growth modeling was used to analyze data …
The AEQ-S
Boredom Makes Me Sick
Existing research shows consistent links between boredom and depression, somatic complaints, substance abuse, or obesity and eating disorders. However, comparatively little is known about potential psychological and physical health-related correlates of academic boredom. Evidence for such a relationship can be derived from the literature, as boredom has adverse consequences in both work and achievement-related settings. The present study investig…
The dynamics of real-time classroom emotions
Guided by Pekrun’s (2006) control-value theory of achievement emotions, we investigated the mediating role of control and value appraisals in the relations between students’ perceptions of teaching and their academic emotions. To account for the highly fluctuating and dynamic nature of emotions, we used the experience sampling method complemented by within-person mediation analyses. In 2 studies, n = 122 (Study 1) and n = 149 (Study 2) high schoo…
Happy fish in little ponds
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…
Emotion transmission in the classroom revisited
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 positive reciprocal links between teachers’ and students’ enjoyment and that these links are mediated by tea…
Student emotions in class
Do positive illusions of control foster happiness
Positive emotions have been shown to benefit from optimistic perceptions, even if these perceptions are illusory (Seligman & Csikszentmihalyi, 2000). The current research investigated the effects of increases and decreases in illusory control on positive and negative emotions. In two studies we experimentally induced changes in illusory perceptions of control (increase vs. decrease of illusory control) and assessed the extent to which these chang…
The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis
Beyond quantitative decline
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…
Development of Mathematics Interest in Adolescence
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…
Academic emotions from a social-cognitive perspective
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
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…
Exploring the antecedents of boredom
Testing the predictors of boredom at school
Background. Boredom has been found to be an important emotion for students' learning processes and achievement outcomes; however, the precursors of this emotion remain largely unexplored. Aim. In the current study, scales assessing the precursors to boredom in academic achievement settings were developed and tested. Sample. Participants were 1,380 grade 5-10 students in mathematics classes. Method. The Precursors to Boredom Scales were tested for…
Happy fish in little ponds
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…
Feeling Politics at High School
Studies on voters have shown that emotions are an important factor in politics. However, less is known about emotions experienced by adolescents in the context of civic education. Applying the control‐value theory to a cross‐curricular context, we analyze the relations between two types of emotions experienced in civic education and their antecedents and effects on learning: achievement emotions experienced during in‐class political discussions a…
Teachers' goal orientations
BackgroundPrior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf et al., 2010, Learning and Instruction, 20, 30) and to also impact their emotions (Schutz et al., 2007, Emotion in education, Academic Press, Amsterdam, the Netherlands). However, empirical research evaluating possible causal ordering and mediation effects involving these variables in teachers is presently lacking.AimThe present 6-mon…
Exploring antecedents of student teachers' emotions during instructional experiences
Theoretical BackgroundIn the area of teacher motivation, the teaching practicum stands out as a pivotal element. The pronounced complexity of teaching during this specific phase may pose an emotional challenge, making the exploration of student teachers' emotions a worthwhile endeavour.AimsBased on a theoretical model and rooted in a process-oriented perspective, this diary study examines student teachers' discrete emotions, focusing on proximal …
Boredom due to being over- or under-challenged in mathematics
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
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…
Control, anxiety and test performance
BackgroundThis study investigated the role of different test anxiety components (affective, cognitive, motivational and physiological) as mediators between control and performance as proposed by Pekrun's control-value theory (CVT). While all components were assessed via self-report, the physiological component was additionally assessed via electrodermal activity (EDA).AimsWe examined the relative impact of the self-reported anxiety components and…
See Me, Feel Me, Touch Me, Accumulate Me
Academic Emotions in Students' Self-Regulated Learning and Achievement
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 …
Academic emotions from a social-cognitive perspective
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…
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
The Control-Value Theory of Achievement Emotions
Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics
Achievement Emotions in Germany and China
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
Emotional transmission in the classroom
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…
Boredom in achievement settings
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…
Development of Mathematics Interest in Adolescence
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…
Measuring emotions in students’ learning and performance
Testing the predictors of boredom at school
Background. Boredom has been found to be an important emotion for students' learning processes and achievement outcomes; however, the precursors of this emotion remain largely unexplored. Aim. In the current study, scales assessing the precursors to boredom in academic achievement settings were developed and tested. Sample. Participants were 1,380 grade 5-10 students in mathematics classes. Method. The Precursors to Boredom Scales were tested for…
Metacognitive Strategies and Test Performance
The aim of the present study was to explore students’ learning-related cognitions prior to an in-class achievement test, with a focus on metacognitive strategy use. A sample of 70 students in grade 11 (58.6% female, M age = 17.09 years) completed a series of structured, state-based measures over a two-week period via the experience sampling method until the day before a class test. Results illustrated students’ self-regulatory ability to preserve…
The Handbook of Emotion, Motivation, and Self-Regulation in Learning and Instruction
(2012). The Handbook of Emotion, Motivation, and Self-Regulation in Learning and Instruction. Gifted and Talented International: Vol. 27, No. 2, pp. 73, 81-83
Beyond quantitative decline
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…
Do Girls Really Experience More Anxiety in Mathematics?
Two studies were conducted to examine gender differences in trait (habitual) versus state (momentary) mathematics anxiety in a sample of students (Study 1: N = 584; Study 2: N = 111). For trait math anxiety, the findings of both studies replicated previous research showing that female students report higher levels of anxiety than do male students. However, no gender differences were observed for state anxiety, as assessed using experience-samplin…
Characteristics of teaching and students’ emotions in the classroom
Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom
Emotional exhaustion (EE) is the core component in the study of teacher burnout, with significant impact on teachers' professional lives. Yet, its relation to teachers' emotional experiences and emotional labor (EL) during instruction remains unclear. Thirty-nine German secondary teachers were surveyed about their EE (trait), and via the experience sampling method on their momentary (state; N = 794) emotional experiences (enjoyment, anxiety, ange…
Types of boredom
Boredom and academic achievement
A theoretical model linking boredom and academic achievement is proposed. Based on Pekrun’s (2006) control-value theory of achievement emotions, the model posits that boredom and achievement reciprocally influence each other over time. Data from a longitudinal study with college students (N = 424) were used to examine the hypothesized effects. The study involved 5 assessments of students’ boredom and test performance during a university course sp…
“My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures
Feeling and showing
Psychology (56 obras) · Social Psychology (49 obras) · Developmental psychology (37 obras) · Education, Achievement, and Giftedness (25 obras) · Mathematics education (23 obras) · Boredom (21 obras) · Academic achievement (17 obras) · Anxiety (16 obras) · Anger (15 obras) · Early Childhood Education and Development (15 obras)