Achievement Emotions in Germany and China

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Reciprocal relations between students' academic enjoyment, boredom, and achievement over time (2017, background): “Enjoyment positively correlates with, and boredom negatively correlates with, academic achievement (e.g., Ahmed et al.2013; Daniels et al., 2009; Frenzel et al., 2007; Goetz et al., 2007, 2010; Niculescu et al., 2015; Pekrun, 2010, 2011; Putwain, et al., 2013).”
Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course (2012, methodology): “Reliability for scores on the various sub-scales that make up the AEQ-M has been assessed at .84–.92 (Pekrun et al. 2007) and validity of test scores has also been assessed and verified (e.g., Frenzel et al. 2007; Pekrun et al. 2004) in a variety of school settings.”
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…”