Perceived control and emotions: interactive effects on performance in achievement settings

By Joelle C. Ruthig, R. Perry, Steven Hladkyj, Nathan C. Hall, Reinhard Pekrun, J. Chipperfield. 2008

132 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/8b6f1b5a1e4b6d71630ac26cc088ca9180f2ada5

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement (2008, background): “Previously, perceived control has been associated with higher intrinsic motivation, exerting more effort, using self-monitoring strategies more often, feeling more control over life in general (Perry et al. 2001), using more effective study strategies (Cassidy and Eachus 2000), and greater academic ”
Beyond Math Anxiety: Positive Emotions Predict Mathematics Achievement, Self-Regulation, and Self-Efficacy (2016, background): “2014) and also with more enhanced benefits of high control (Ruthig et al. 2008) and of self-regulation (Villavicencio and Bernardo 2013b) on achievement.”
Self-compassion as a Buffer against Homesickness, Depression, and Dissatisfaction in the Transition to College (2013, background): “In contrast, many students may harbor deep uncertainty regarding their social success because admission to the university did not depend on their social capabilities and their social outcomes are less under their personal control than their academic outcomes (Ruthig et al., 2008).”
Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics (2011, background): “Kyttala & Bjorn, 2010 ; Pekrun et al, 2002 ; Ruthig et al, 2008 ; Seegers & Boekaerts, 1993 ).”
Emotions and emotion regulation in undergraduate studying: examining students’ reports from a self-regulated learning perspective (2015, background): “For example, research examining emotions in educational contexts links emotions to academic performance (e.g. Pekrun, Elliot, & Maier, 2009; Pekrun, Goetz, Titz, & Perry, 2002; Ruthig et al., 2008); engagement and flow experiences (e.”
Comparison of Self-Beliefs for Predicting Student Motivation and Achievement (2012, background): “According to Ruthig et al. (2008), distinct patterns of emotional experiences are associated with high personal control.”
A Review of Attributional Retraining Treatments: Fostering Engagement and Persistence in Vulnerable College Students (2009, background): “Specifically, students’ reports of boredom and anxiety have been negatively associated with perceived control, whereas enjoyment has been positively associated (Ruthig et al., 2008).”
Achievement goals, emotions, learning, and performance : A process model (2015, unknown): “…2009; Meece, Wigfield, & Eccles, 1990; Pekrun et al., 2009), and greater boredom to similarly predict lower grades (Daniels et al., 2009; Daniels et al., 2008; Pekrun et al., 2009; Pekrun, Hall, Goetz, & Perry, 2014; Pekrun, 1992; Perry, Hladkyj, Pekrun, & Pelletier , 2001; Ruthig et al., 2008).”
Perceived Academic Control: mediating the effects of optimism and social support on college students’ psychological health (2009, background): “Ruthig et al. (2008) found that achievement-related emotions interacted with students’ PAC to jointly predict later academic performance and persistence.”
The Dark Side of Emotion in the Classroom: Emotional Processes as Mediators of Teacher Communication Behaviors and Student Negative Emotions (2014, background): “The emotion of boredom often leads to poor classroom performance from students, but research has not examined linkages between teachers’ communication behaviors and students’ boredom in the classroom (Ruthig et al., 2008).”
Travelers’ Health Risk Perceptions and Protective Behavior: A Psychological Approach (2017, background): “The effects of perceived control also differed as a function of risk attribution, in that the negative relationship between perceived control and risk estimates was stronger when implied risk was low (vs. high) and when the cause was deemed controllable (vs. uncontrollable) (Ruthig et al. 2008).”
A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. (2009, background): “Of these other emotions, enjoyment has been found to relate positively to the quality of students’ creative writing (Larson, 1989), self-regulation (Goetz, Hall, Frenzel, & Pekrun, 2006), and achievement (Daniels et al., 2008; Harackiewicz et al., 2000; Ruthig et al., 2008).”