Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects.

By Reinhard Pekrun, Stephanie Lichtenfeld, Herbert W. Marsh, Kou Murayama, Thomas Goetz. Child Development, 2017

878 citations recorded by the source corpus.

A reciprocal effects model linking emotion and achievement over time is proposed. The model was tested using five annual waves of the Project for the Analysis of Learning and Achievement in Mathematics (PALMA) longitudinal study, which investigated adolescents' development in mathematics (Grades 5-9; N = 3,425 German students; mean starting age = 11.7 years; representative sample). Structural equation modeling showed that positive emotions (enjoyment, pride) positively predicted subsequent achievement (math end-of-the-year grades and test scores), and that achievement positively predicted these emotions, controlling for students' gender, intelligence, and family socioeconomic status. Negative emotions (anger, anxiety, shame, boredom, hopelessness) negatively predicted achievement, and achievement negatively predicted these emotions. The findings were robust across waves, achievement indicators, and school tracks, highlighting the importance of emotions for students' achievement and of achievement for the development of emotions.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/dd11b0cfe8f8200e323ce2e4fcbe3314b1541cba

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In Education

In Experimental and Cognitive Psychology

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Citations in the corpus

Students’ self-determined motivation and negative emotions in mathematics in lower secondary education—Investigating reciprocal relations (2018, background): “22 to be directly linked to various relevant other studies in the field on emotions and motivation in education that also executed CLPM in its traditional way (e.g. Bakadorova & Raudfelder, 2017; Pekrun et al., 2017).”
Towards an Understanding of STEM Engagement: a Review of the Literature on Motivation and Academic Emotions (2019, background): “There is a reciprocal relationship between learners’ academic emotions and their achievement (Pekrun et al., 2017).”
Emotion Regulation in Achievement Situations: An Integrated Model (2019, background): “Typically, positive activating emotions such as hope, pride, and enjoyment are positively related to achievement, and negative deactivating emotions such as boredom and hopelessness are detrimental to achievement (Goetz & Hall, 2013; Pekrun et al., 2017).”
Activity Achievement Emotions and Academic Performance: A Meta-analysis (2021, background): “For instance, research suggests that adolescents’ achievement emotions play a critical role in their learning and performance in traditional subject domains such as literacy, maths, and sciences (e.g., Luo et al. 2014; Muis et al. 2015b; Pekrun et al. 2017a).”
Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis (2020, background): “Conversely, negative emotions such as anxiety, anger, shame, boredom and hopelessness typically undermine interest and motivation, compromise self-regulation, prompt the use of more rigid or shallow learning strategies, and cause irrelevant thinking, which reduces the cognitive resources available f”