A three-dimensional taxonomy of achievement emotions
Bibliographic Data
| ID | 6200750 |
|---|---|
| Authors | Reinhard Pekrun (0000-0003-4489-3827, University of Essex, corresponding author), Herbert W Marsh (0000-0002-1078-9717, University of Oxford), Andrew J Elliot (0000-0002-1664-6426, University of Rochester), Kristina Stockinger (0000-0002-4339-4594, University of Augsburg), Raymond P Perry (0000-0002-1684-5628, University of Manitoba), Elisabeth Vogl (0000-0002-5502-7900), Thomas Goetz (0000-0002-8908-2166, University of Vienna), Wijnand A P Van Tilburg (0000-0002-9724-0603, University of Essex), Oliver Lüdtke (0000-0001-9744-3059, Christian-Albrechts-Universität zu Kiel), Walter P Vispoel (0000-0002-9415-251X, University of Iowa) |
| Year | 2023 |
| Volume | 124 |
| Issue | 1 |
| Pages | 145-178 |
| Publication date | 2023-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Personality and Social Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-3514 • E-ISSN: 1939-1315 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/pspp0000448 |
| PMID | 36521161 |
| OpenAlex | W4311738254 |
| Language | EN |
| Citations received | 112 |
| References cited | 71 |
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 emotions. In four studies across different countries (N = 330, 235, 323, and 269 participants in Canada, the United States, Germany, and the U.K., respectively), we investigated the empirical robustness of the taxonomy in educational (Studies 1-3) and work settings (Study 4). An expanded version of the Achievement Emotions Questionnaire was used to assess 12 key emotions representing the taxonomy. Consistently across the four studies, findings from multilevel facet analysis and structural equation modeling documented the importance of the three dimensions for explaining achievement emotions. In addition, based on hypotheses about relations with external variables, the findings show clear links of the emotions with important antecedents and outcomes. The Big Five personality traits, appraisals of control and value, and context perceptions were predictors of the emotions. The 12 emotions, in turn, were related to participants' use of strategies, cognitive performance, and self-reported health problems. Taken together, the findings provide robust evidence for the unique positions of different achievement emotions in the proposed taxonomy, as well as unique patterns of relations with external variables. Directions for future research and implications for policy and practice are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Cognitive psychology · Conceptualization · Developmental psychology · MEDLINE · Personality · PsycINFO · Structural equation modeling · Valence (chemistry) · Artificial Intelligence · Cognitive Abilities and Testing · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Psychology · Social Psychology
Theories of Motivation in Education
Control-Value Theory
Achievement emotions in online language learning
Revealing the complex system of self-regulation strategies, achievement emotions, and L2 grit in online English learning
The role of parent and teacher involvement in shaping academic emotions
Underlying Personality Factors Behind Experiencing Shame, Guilt and Remorse
Bodily maps of subject-specific feelings and academic emotions among high school students
We are bonded over physics
Assessing Competence Development and Emotional Responses During the Practical Semester of Vocational Student Teachers in Germany
Secondary School Students’ Motivation Profiles and Their Relations with Academic Emotions in Mathematics
Emotion tracking
Linking L2 mindsets, achievement emotions, and engagement to accomplishment
A multidimensional approach to the impact of achievement emotions on high school students' L2 writing performance
Reading Enjoyment and Reading Strategies Mediating the Relationship Between Perceived Teacher Feedback and Reading Achievement
A Systematic Review on Learning-Related Emotion Regulation
Toward an Understanding of Self-Efficacy Development as a Sociocultural Process
Testing the Relative Universalism of Psychological Theories
Fostering students' task-related emotions through a value-intervention
Multimodal perspectives on affective dynamics in an intelligent tutoring system
Intensive experience sampling to uncover the dynamics
Longitudinal relationships of reading the cue statistics in texts and tasks with test anxiety in university students
A valued task makes students sweat
Reading anxiety’s longitudinal associations with reading skills and reading interest from second to third grade
Identifying and Classifying Observed Emotions in Informal Science Learning Environments Using the Emotions Observational Tool (Emotool)
The Effects of Achievement Emotions and Engagement on Flow in AI-assisted English Learning Contexts
How Chinese Students Experience Foreign Language Enjoyment
Complex dynamics
Test boredom
Effect of teacher social support on students’ emotions and learning engagement
“I feel enthusiastic, when the homework is done well”
Building better learners
Emotions and self-efficacy toward simple machines learning through a STEM practice
Tuning experiential activities’ constraints influences student engagement and focus on transversal skills
Setting the stage for learning and student success
Factor structure of teacher-related boredom in EFL classroom
How Do Primary and Early Secondary School Students Report Dealing with Positive and Negative Achievement Emotions in Class? A Mixed-Methods Approach
Development of a Drawing Set for the Achievement Emotions Adjective List (DS-Aeal)
Investigating the Impacts of Shame-Proneness on Students’ State Shame, Self-Regulation, and Learning
Self-Regulated Learning in Science Classes with a Discovery Learning Environment and Collaborative Discovery Learning Environment
Investigating the Relationship Between Boredom and Creativity
Exploring Achievement Emotions, Emotion Regulation and English Performance
Scared, Bored or Happy? Latent Profile Analyses of Primary School Students’ Academic Emotions about Math
A Network Analysis of Control–Value Appraisals and Classroom-Related Enjoyment, Boredom, and Pride
The Sense of Security and Comfort in Education—Development, Validation, and Interpretation of a New Questionnaire
Investigation of Emotional Experiences in the Homework Process
Positive emotions, digital skills and reflection predict academics' perceived development of online teaching expertise
Enhancing postgraduate digital academic writing proficiency
Habitual emotions reflect the core cultural ideas
Teacher autonomy support predicts intended effort among EFL learners
Achievement motivation amongst Rwandan students. A mixed-method study of its cognitive-affective structure and associations with school grades
From facial expressions to academic performance
Tracing affect in digital learning
Measuring task-level behavioral learning engagement during text revision
Using ChatGPT to bring non-player characters to life
Embarrassment in English language classrooms
More than gut feelings? – A functional perspective on epistemic feelings in intuitive decision-making processes
Computer‐Based Answer‐Until‐Correct and Elaborated Feedback
Team teachers’ emotions and their antecedents in the classroom
Achievement emotion profiles and their associations with learning motivation, engagement, and academic achievement among Chinese college students
Students’ and teachers’ emotions in the classroom
The developmental characteristics and core structure of achievement emotion regulation processes
The affective cost of miscalibration
How Teacher Autonomy Support and Emotional Violence Shape Adolescent Achievement Emotions
What Do Students Feel, and What Do Teachers Say
The Influence of Emotions on Adolescent Sport Resilience
What can multi-factors contribute to Chinese EFL learners’ implicit L2 knowledge
Developmental trajectories of achievement emotions in mathematics during adolescence
Control–value appraisals and academic emotions
English vocabulary learning through gamification with Tic‐Tac‐Toe in Flippity‐Connecto
How teacher behaviour in student‐teacher dyads relates to boys' and girls' mathematics anxiety. An investigation of interpersonal profiles
Predictive and interactive roles of motivation and situational learning activities on emotional and cognitive engagement
Introducing the Socio‐Emotional School Experiences Adaptation ( Sesea ) model
Social and emotional pathways to shame reduction
It's never too early to enjoy math (or not)
Unveiling the complexity of L2 learners’ emotions and emotion regulation
Linking mindsets to emotions in foreign language learning
Emotions are a product of achievement
Exploring Chinese EFL student teachers' emotions and emotion-regulation strategies in receiving peer feedback on microteaching
A latent profile analysis of Chinese high school students’ control and value appraisals
Unveiling the relationship between boredom and academic achievement
Sozio-emotionale Schulerfahrungen von Schüler
Personality, achievement emotions, and school-related wellbeing in primary and lower-secondary school
Geschlechts- und schulstufenspezifische Zusammenhänge schülerperzipierter Beziehungen zu Lehrkräften und Mitschüler*innen mit unterrichtsbezogener Freude und Langeweile
Beeinflussen individuelle und schulische Prädiktoren das Erleben der Emotionen Freude und Langeweile von Schüler
Feeling better when working with creative tools? Exploring the effects of a sketchnote intervention on students’ achievement emotions
Detrending for Intensive Longitudinal Dyadic Data Analysis Using DSEM
Understanding emotional well-being of teachers
Factors influencing academic self-regulation of primary school children
Effect of goal orientation, perceived self-efficacy and expectations of success on the academic emotions of students in higher education
Exploring social support
Control-value appraisals, achievement emotions and English performance in Chinese middle school students
Expanding growth mindset research to fulfill its promise in education
Unpacking the Complex Mechanisms of Teacher‐to‐Student Emotion Transmission in Foreign Language Classrooms
Multi‐Ethnic EFL Learners’ Domain‐Specific Grit and Willingness to Communicate
Unraveling Student Anxiety in EFL Classrooms in China
Capacity for Self-Regulatory Vocabulary Learning and Learning Enjoyment
How do university faculty feel about grading? Insights from a control-value theory perspective
Daily exhaustion and engagement in Portuguese health science students
University teachers’ self-reported emotions and electrodermal activity during teaching-related working events
Identifying Emotional Expressions During Family Science Engagement at Home—A Case Study From a Parent's Perspective
The nature of human intelligence
Socializing Intelligence Through Academic Talk and Dialogue
International Handbook of Emotions in Education
Self-Determination Theory
Adaptive Motivation and Emotion in Education
Classroom Climate and Contextual Effects
On disaggregating between-person and within-person effects with longitudinal data using multilevel models.
Test anxiety effects, predictors, and correlates
Relationships between psychological, physical, and behavioural health and work performance
The Emotion Process
Boring thoughts and bored minds
Emotion transmission in the classroom revisited
Psychosocial Factors and Cardiovascular Diseases
Correlates, Causes, Effects, and Treatment of Test Anxiety
Understanding the dark and bright sides of anxiety
Academic control and action control in the achievement of college students
Effect size guidelines for cross-lagged effects.
A new look at the big five factor structure through exploratory structural equation modeling.
Positive Affect and Health
How emotions inform judgment and regulate thought
Measuring emotions in students’ learning and performance
Measuring emotions during epistemic activities
Boredom in achievement settings
The World of Emotions is not Two-Dimensional
A 3 × 2 achievement goal model.
Expectancy-value theory of achievement motivation
Number of Subjects and Time Points Needed for Multilevel Time-Series Analysis
Achievement Emotions and Academic Performance
Measuring students' emotions in the early years
An attributional theory of achievement motivation and emotion.
Academic Emotions in Students' Self-Regulated Learning and Achievement
Stress, appraisal, and coping
Fit indices in covariance structure modeling
Inference from Iterative Simulation Using Multiple Sequences
In Search of Golden Rules
The Control-Value Theory of Achievement Emotions
Core Affect Dynamics
Beyond Experiments
Cognitive appraisals, achievement emotions, and students’ math achievement
Spontaneous use of retrieval and rereading
Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson
The PHQ-15
Positive Psychological Well-Being and Mortality
Factor Indeterminacy as Metrological Uncertainty
Doubly-Latent Models of School Contextual Effects
At the Frontiers of Modeling Intensive Longitudinal Data
Hostility, Anger, Aggressiveness, and Coronary Heart Disease
Using the Big Five Aspect Scales to translate between the Hexaco and Big Five personality models
What triggers students’ interest during higher education lectures? personal and situational variables associated with situational interest
Variables associated with achievement in higher education
Thriving at work
Longitudinal coupling of momentary stress reactivity and trait neuroticism
Mood-congruent judgment is a general effect
Use of missing data methods in longitudinal studies
Stress, anxiety, and cognitive interference
An attributional analysis of achievement motivation
If it changes it must be a process
Testing prospective effects in longitudinal research
Happy fish in little ponds
Core affect, prototypical emotional episodes, and other things called emotion
Emotional Expressions Reconsidered
Surprised-curious-confused
The role of achievement emotions in primary school mathematics
The dynamic experience of taking an examination
Seeq
Psychological Stress and the Human Immune System
A meta-analysis of the relation between math anxiety and math achievement
Refining the relationship between personality and subjective well-being
Alternative Ways of Assessing Model Fit
The Performance of RMSEA in Models With Small Degrees of Freedom
| Unique citing works | 112 |
|---|---|
| Citations per year | 37,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 112 |