Achievement Emotions in Germany and China : A Cross-Cultural Validation of the Academic Emotions Questionnaire-Mathematics (AEQ-M)
By A. Frenzel, Todd M. Thrash, Reinhard Pekrun, Thomas Götz. 2007
101 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/54dd57425321bcd8852f64063de059fce686ba84
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Thomas Goetz
- Reinhard Pekrun
- A. Frenzel
- Kristina Loderer
- Kaiqi Shao
- Herbert W. Marsh
- Heidrun Stoeger
- Felicidad T. Villavicencio
Citations in the corpus
- Antecedents of everyday positive emotions: An experience sampling analysis (2010, background): “…factors with respect to appraisal/emotion relations are explored, such as cultural context (e.g., China vs. Western European countries; cf., Frenzel et al. 2007) or age (e.g., younger vs. older adults), may also provide critical information on the generalizeability of the present findings…”
- The role of emotional engagement in lecturer-student interaction and the impact on academic outcomes of student achievement and learning (2012, background): “As such, the current study defines emotional engagement in terms of " affective reactions of students expressed within academic settings " , given that this aspect has been associated with academic outcomes in general (Frenzel et al., 2007; Pekrun et al., 2002, p. 93).”
- Beyond Math Anxiety: Positive Emotions Predict Mathematics Achievement, Self-Regulation, and Self-Efficacy (2016, background): “The positive relationship between achievement and enjoyment is consistent with much of the previous literature (Frenzel et al. 2007; Pekrun and Perry 2014) and with the broaden-and-build assumption that the positive effect”
- Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis (2020, background): “…on achievement emotions has focused on domaingeneral emotion variables, such as general test anxiety, or on students’ math-related emotions (e.g., Frenzel et al., 2007; Luo, Lee, Ng, & Ong, 2014; Peixoto, Sanches, Mata, & Monteiro, 2016), but has neglected the influence of students’ emotions on…”
- Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms. (2007, background): “Goetz et al. (2006) examined student perceptions of their learning environment and emotions experienced within the subject of Latin.”