Beyond positive and negative affect: achievement goals and discrete emotions in the elementary physical education classroom.

By Athanasios Mouratidis, Maarten Vansteenkiste, W. Lens, Y. V. Auweele. 2009

94 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c98f4e91db34166e869fb8ba68eff68bfebba6cb

How researchers see this paper

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

In Experimental and Cognitive Psychology

1. Kou Murayama
2. A. Elliot
3. Reinhard Pekrun
4. Kevin Thomas
5. Aisling Cusack
6. Thomas Goetz
7. Nathan C. Hall
8. Lisa Linnenbrink-Garcia

In Physical Therapy, Sports Therapy and Rehabilitation

1. A. Elliot

In Social Psychology

1. Kou Murayama
2. A. Elliot
3. Reinhard Pekrun
4. Aisling Cusack
5. Kevin Thomas
6. Thomas Goetz
7. Nathan C. Hall
8. Lisa Linnenbrink-Garcia

Citations in the corpus

• The power of anticipated feedback: Effects on students' achievement goals and achievement emotions (2014, background): “The few studies to consider qualitative differences between emotions (Daniels et al., 2009; Mouratidis et al., 2009; Pekrun et al., 2006, 2009) found that mastery goals were negatively related to anger and boredom, whereas relations with anxiety or shame were weak or non-significant.”