Emotion and achievement in the classroom

By Thomas Götz, Nathan C. Hall. Visible Learning Guide to Student Achievement, 2019

87 citations recorded by the source corpus.

With the exception of extensive research on test anxiety since the 1950s (Sarason & Mandler, 1952; Zeidner, 2007) and on emotions in achievement settings based on attribution theory (Weiner, 1985), empirical educational research has largely neglected students' emotions. Over the past decade, however, a discernible increase in theoretical and empirical contributions on emotions in education is reflected in numerous special issues and edited volumes (Efklides & Volet, 2005; Linnenbrink, 2006; Linnenbrink-Garcia & Pekrun, 2011; Lipnevich & Roberts, 2012; Schutz & Lanehart, 2002; Schutz & Pekrun, 2007). Nonetheless, with the exception of research on anxiety/achievement relations (e.g., Hembree, 1988; Ma, 1999; Seipp, 1991), there exist only scattered empirical findings on relations between other emotions and academic achievement (Pekrun, 2006). This lack of emphasis is reflected in arecent PsychINFO search (January 2011) for manuscript titles inc1uding "achievement" and "anxiety" (532) as compared to "enjoyment" (10), "hope" (14), "pride" (7), "anger" (8), "shame" (8), or "boredom" (3). In contrast to 1,015 titles inc1uding "achievement" and "self-concept," the relatively small number of publications in the field of emotions as compared to self-concept research is c1early evident.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3c5db0674207c35fdfe5084f55ad8bb6f8981f0e

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Citations in the corpus

Activity Achievement Emotions and Academic Performance: A Meta-analysis (2021, background): “, test anxiety, pride, and shame) have been traditionally the most frequently investigated achievement emotions (Pekrun et al. 2002; Goetz and Hall 2013), the last two decades have seen a growing trend towards the study of activity-related emotions (see Fig.”
Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments (2018, background): “Moreover, as noted by Goetz and Hall (2013), even small effects of emotions on achievement can have a strong cumulative impact on long-term learning outcomes.”
Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects. (2017, background): “The findings are congruent with previous evidence showing that emotions and academic achievement are correlated (Goetz & Hall, 2013; Pekrun & Linnenbrink-Garcia, 2014; Zeidner, 1998).”
Teaching methods and their impact on students’ emotions in mathematics: an experience-sampling approach (2017, background): “resources, learning strategies, motivation, and self-regulated learning (Goetz and Hall 2013; Pekrun 2006).”