Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research

By Reinhard Pekrun, Thomas Goetz, Wolfram Titz, R. Perry. 2002

3,760 citations recorded by the source corpus.

Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects of emotions, and of a control/value theory of their antecedents (Pekrun, 1992b, 2000), were tested in 7 cross-sectional, 3 longitudinal, and 1 diary study using samples of university and school students. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognitive resources, self-regulation, and academic achievement, as well as to personality and classroom antecedents. The findings indicate that affective research in educational psychology should acknowledge emotional diversity in academic settings by addressing the full range of emotions experienced by students at school and university.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4feff4cc6681b9bd10fc6176acd7a7ffce8c7607

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Citations in the corpus

Emotional experiences during test taking : does cognitive ability make a difference? (2007, methodology): “This model was adapted for the domain of achievement related emotions by Pekrun et al. (2002a).”
A Hierarchical Conceptualization of Enjoyment in Students. (2006, result): “As for the relations between self-regulated learning and enjoyment of learning, Pekrun et al. (2002a) found similar results when using the same self-regulation scale and a 14-item learning-related enjoyment scale (a: = 0.90).”
Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes (2012, result): “This assumption is consistent with studies by Pekrun et al. (2011) and Pekrun et al. (2002) in which the mean correlations between university students' class-related and learning-related emotions (outside of class) were in the magnitude of r= .65.”
Facilitators or suppressors: Effects of experimentally induced emotions on multimedia learning (2016, background): “However, empirical studies thus far are inconsistent regarding negative emotions with some studies reporting an increase of extrinsic motivation (Pekrun et al., 2002), and others reporting a decrease in intrinsic motivation and the willingness to learn (Kim & Hodges, 2012; Turner, Thorpe, & Meyer,…”
Perceived control and emotions: interactive effects on performance in achievement settings (2008, methodology): “In addition to perceived control, students’ emotional experiences influence how they respond to academic challenges by enhancing or impeding their learning and achievement (Pekrun et al. 2002a).”
Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals. (2014, background): “When students cannot detect meaning in the activities, boredom may result (Pekrun et al., 2002).”
Deconstructing test anxiety (2008, background): “2002 , 2004 ), which may also prove a promising line of inquiry.”
Adaptive and Nonadaptive Help Seeking With Peer Harassment: An Integrative Perspective of Coping and Self-Regulation (2008, background): “Understanding underlying causes of nonadaptive coping—both explanations for why students unwisely employ certain strategies and why they fail to employ others—requires greater attention to the interplay of cognitive, affective, and motivational variables (see Forgas, 2000 ; Lazarus, 1991 ; Pekrun”
SEARCH: A Meta-Framework and Review of the Field of Positive Education (2019, background): “The role that emotions play in learning has received considerable research interest (Pekrun et al. 2002).”