Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance.

By Reinhard Pekrun, A. Elliot, Markus A. Maier. 2009

1,279 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/cd71b3fb631df25f9af7479f2fb27e08f8fe4eae

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In Experimental and Cognitive Psychology

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Citations in the corpus

Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect (2016, background): “…negative emotions while reading a refutation text (Eccles, 2009; Eccles & Wigfield, 2002; Gregoire, 2003; Nauroth et al., 2014; Pekrun, 2006; Pekrun et al., 2009; Pekrun & Perry, 2014) but not when reading an expository text (i.e., type of text moderates the effect of self-concept on…”
Emotions as Drivers of Learning and Cognitive Development (2011, background): “Specifically, Pekrun’s (2006; Pekrun, Elliot, & Maier, 2006, 2009 ) control-value theory implies that mastery goals should focus attention on the controllability and positive values of task activities, thus promoting positive activity emotions such as enjoyment of learning, and reducing negative ac”
Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model (2011, background): “, & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88–140. Hrubes, D., & Feldman, R. S. (2001). Nonverbal displays as indicants of task difficulty.”
Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. (2010, background): “Similarly, Daniels et al. (2009) and Pekrun et al. (2009) found that boredom experienced by undergraduate students in university courses related negatively to their performance in the courses, suggesting that boredom can negatively affect students’ academic achievement.”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, background): “Aside from Pekrun et al. (2009) and Pajares (2001), evidence of suppression or a potential problem with multicollinearity was not discussed by the authors.”
“Pluto Has Been a Planet My Whole Life!” Emotions, Attitudes, and Conceptual Change in Elementary Students’ Learning about Pluto’s Reclassification (2013, background): “Moreover, emotions can impact students’ academic performance by influencing their motivation, effort, and use of cognitive processes such as elaboration and engagement (Pekrun et al. 2009).”
The mediating role of positive and negative affect in the situational motivation-performance relationship (2013, background): “Given that motivation (and especially autonomous motivation) influences performance, then what are the processes mediating such effects? Research reveals that the experience of positive and negative affect during the course of task engagement may be at play in this relationship (e.g., Meyer and Turn”
Online Foreign Language Learning in Higher Education and Its Correlates during the COVID-19 Pandemic (2021, background): “Negative emotions have been associated with reduced effort, lower performance, increased external regulation and decreased self-Sustainability regulated learning strategies [37,38].”