Achievement goals, emotions, learning, and performance : A process model

120 citations recorded by the source corpus.

How researchers see this paper

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

Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments (2018, background): “…motivation as prerequisite for effort investment, as well as strategic forms of learning and use of flexible, deep learning strategies, thus positively influencing learning outcomes under most conditions (e.g., Ahmed, van der Werf, Kuyper, & Minnaert, 2013; Ranellucci, Hall, & Goetz, 2015).”
Activity Achievement Emotions and Academic Performance: A Meta-analysis (2021, background): “…and increases motivation and effort (see Ahmed et al. 2010; Baek and Touati 2017; Goetz et al. 2010; Pekrun et al. 2017a), there is also a significant amount of research evidence suggesting no correlation or even negative relations (e.g., Beck 2011; Pekrun et al. 2006; Ranellucci et al. 2015).”
Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, result): “…domain (Pekrun et al., 2005a), other studies quickly followed including the work of Daniels et al. (2008, 2009), Tanaka and Murayama (2014) and Ranellucci et al. (2015) on competence-relevant achievement goals (task mastery, performance-approach and performance-avoidance), Garn et al. (2017)…”