Achievement Emotions: A Control-Value Approach

By Reinhard Pekrun, Elizabeth J Stephens. 2010

435 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/08a8ee1a2d25daf2f66b9ad1a6ea842a266f77b1

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

A structural equation modeling investigation of the emotional value of immersive virtual reality in education (2018, background): “One of the key factors in designing educational technology is for design features to support the learners’ sense of autonomy, or control over their environment (Pekrun and Stephens 2010).”
Perceived competence moderates the relation between performance-approach and performance-avoidance goals (2012, background): “Individuals with higher perceived competence experience more positive emotions during task engagement (Pekrun & Stephens, 2010; Weiner, 1985), focus more on positive and less on negative possibilities (Atkinson, 1964; Elliot & Church, 1997), and evidence more resilience and persistence following…”
Activity Achievement Emotions and Academic Performance: A Meta-analysis (2021, background): “Frustration is also an unpleasant emotion, which typically is high in arousal (Pekrun and Stephens 2010).”
Immersive virtual reality increases liking but not learning with a science simulation and generative learning strategies promote learning in immersive virtual reality. (2020, background): “…between the multimedia lesson and learning outcomes (Makransky & Pedersen, 2019; Pekrun, 2006; Pekrun, Goetz, Frenzel, Barchfeld & Perry, 2011; Pekrun & Stephens, 2010; Reyes, Brackett, Rivers, White, & Salovey, 2012) as learners are more likely to engage in high levels of generative…”
A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement (2019, result): “In combination with the qualitative findings revealed in Li, Dewaele, and Jiang (2019), the results also appear to support the direct links and indirect links between achievement emotions and learning achievement assumed by the control-value theory (Pekrun and Stephens 2010, 244).”
Exploring new dimensions of mathematics-related affect: embodied and social theories (2012, background): “Recently, however, the wide spectrum of emotional traits has been addressed in research about academic emotions (Pekrun, Elliot, and Maier 2006 ; Pekrun and Stephens 2010 ).”
Social and Dimensional Comparisons in Math and Verbal Test Anxiety: Within- and Cross-domain Relations with Achievement and the Mediating Role of Academic Self-concept☆ (2017, background): “Theoretically, a relation between self-concept and test anxiety matches the control-value theory of achievement emotions (Pekrun, 2006; Pekrun & Stephens, 2010).”
Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021, background): “…of appraisals (e.g. appraisals of subjective control and value, agency, goal congruence) of environment (e.g. teacher characteristics, task demands), and act on other resources (e.g. cognition, motivation and engagement), further influencing students’ academic achievement (Pekrun & Stephens, 2010).”
Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, background): “While the study of academic boredom has certainly been impeded because of the many and complexly inter-related social and psychological processes involved, the (mis)attribution of all manner of things to boredom and vice versa has also rendered it traditionally difficult to isolate and explore (Pekr”
A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations (2017, background): “…on STEM students has shown that increased perceived autonomy (Black & Deci, 2000; Hall & Webb, 2014), motivation (Aes-chlimann, Herzog, & Makarova, 2016), and positive emotions and attitudes (Pekrun, Hall, Goetz, & Perry, 2014; Pekrun & Stephens, 2010) signiﬁcantly predict improved performance.”
A dynamic model of engagement in normative and non-normative collective action: Psychological antecedents, consequences, and barriers (2015, background): “…understand how outcomes of collective action affect perseverance and continued engagement among activists, another line of our work integrated current work on collective action with theoretical thinking on the motivational role of achievement emotions (e.g., Pekrun & Stephens, 2010; Weiner, 1985).”