Academic self-concept and emotion relations: Domain specificity and age effects
By Thomas Goetz, Hanna Cronjaeger, A. Frenzel, O. Lüdtke, Nathan C. Hall. 2010
273 citations recorded by the source corpus.
Subfields: Cognitive Neuroscience, Social Psychology
View Paper: https://www.semanticscholar.org/paper/3fa0720af5a5062fdddcd50593f8af93c9126ff9
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Cognitive Neuroscience
In Social Psychology
- Kristina Loderer
- Reinhard Pekrun
- Michael Becker
- Katrin Arens
- Jens Möller
- Chiungjung Huang
- Gavin R. Slemp
- L. Oades
Citations in the corpus
- The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data (2017, methodology): “Firstly, the cross-sectional and non-experimental nature of the data did not allow us to make causal statements in terms of relationships between the variables (Goetz et al., 2010).”
- Children's emotions in math problem solving situations: Contributions of self-concept, metacognitive experiences, and performance (2015, unknown): “Moreover, results from Goetz et al. (2010) revealed that self-concept was positively related to enjoyment and pride and negatively related to anxiety, anger and boredom.”
- Gender differences in academic self-efficacy: a meta-analysis (2013, background): “For example, Goetz et al. (2010) demonstrated that the domain-specific self-concepts of young children are less distinct than those of relatively older children, adolescents, and adults.”
- 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): “Discussion In research on test anxiety, one approach addresses domain-specific facets of test anxiety (Goetz et al., 2010; Goetz, Frenzel et al., 2006, 2007; Goetz, Pekrun et al., 2006; Marsh & Yeung 1996; Sparfeldt et al., 2005).”
- Activity Achievement Emotions and Academic Performance: A Meta-analysis (2021, background): “While the vast majority of studies report a moderate positive correlation between enjoyment and achievement, as it facilitates the use of flexible learning strategies and increases motivation and effort (see Ahmed et al. 2010; Baek and Touati 2017; Goetz et al. 2010; Pekrun et al. 2017a), there is a”