High self-control predicts more positive emotions, better engagement, and higher achievement in school

By Ronnel B. King, Marianne Jennifer M. Gaerlan. 2014

125 citations recorded by the source corpus.

Subfields: Applied Psychology, Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5616194f1186050422ce1b3e1d54790d664f42cb

How researchers see this paper

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

In Applied Psychology

1. Allan B. I. Bernardo
2. Reinhard Pekrun
3. Felicidad T. Villavicencio

In Clinical Psychology

1. Kristina Loderer
2. Reinhard Pekrun
3. Thomas Goetz
4. Nathan C. Hall
5. R. Perry

In Social Psychology

1. Kristina Loderer
2. James C. Lester
3. Allan B. I. Bernardo
4. Felicidad T. Villavicencio
5. Reinhard Pekrun
6. Thomas Goetz
7. A. Frenzel
8. Nathan C. Hall

Citations in the corpus

• Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments (2018, background): “It is hypothesized that perceived control positively influences positive emotions, and negatively influences negative emotions (e.g., King & Gaerlan, 2014; Niculescu, Tempelaar, Dailey-Hebert, Segers, & Gijselaers, 2015; Putwain, Sander, & Larkin, 2013), except for boredom.”
• Beyond Math Anxiety: Positive Emotions Predict Mathematics Achievement, Self-Regulation, and Self-Efficacy (2016, background): “There is considerable evidence that supports the important role of self-regulation in achievement (Duckworth et al. 2015; King and Gaerlan 2014) and also some studies that show how emotions are related to self-regulation during learning (Spangler et al.”