Achievement Emotions in Higher Education

By Reinhard Pekrun, Elizabeth J Stephens. 2010

87 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/34fc846bd0d125623e602d3e7de6852b38578866

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Alison C. Koenka
2. Nathan C. Hall
3. Lisa Linnenbrink-Garcia
4. Kayla M. Atkinson
5. Hannah Moshontz
6. Carmen Sanchez
7. Kyle Hubbard
8. H. Cooper

In Social Psychology

1. Alison C. Koenka
2. Nathan C. Hall
3. Kyle Hubbard
4. Lisa Linnenbrink-Garcia
5. Kayla M. Atkinson
6. Hannah Moshontz
7. Carmen Sanchez
8. H. Cooper

Citations in the corpus

• Exploring Student Persistence in STEM Programs: A Motivational Model (2015, background): “Reviews of scattered empirical findings indeed show students’ emotions to predict learning and achievement in secondary education (e.g., Hall & Goetz, 2013) as well as post-secondary education (e.g., Pekrun, Hall, Perry, & Goetz, 2014; Pekrun & Stephens, 2010).”
• A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback (2019, background): “…is consistent with (a) theoretical arguments that motivation can be relatively transient (Bernacki, Nokes-Malach, & Aleven, 2015) and (b) evidence that achievement emotions – which are closely tied to motivation – change prior to and following the receipt of feedback (Peterson et al., 2015).”