“How do you feel about math?”: relationships between competence and value appraisals, achievement emotions and academic achievement

By F. Peixoto, Cristina Sanches, Lourdes Mata, Vera Monteiro. European Journal of Psychology of Education, 2016

129 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/de6cab8a27cfd320d289de5539302920b40a0b44

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. Kristina Loderer
2. T. Hascher
3. Gerda Hagenauer
4. E. Young
5. J. Sharp
6. Jane C. Sharp
7. Reinhard Pekrun
8. Herbert W. Marsh

In Social Psychology

1. T. Hascher
2. Gerda Hagenauer
3. Kristina Loderer
4. E. Young
5. J. Sharp
6. Jane C. Sharp
7. Reinhard Pekrun
8. Herbert W. Marsh

Citations in the corpus

• Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis (2020, background): “Overall, these finding are in line with the cognitive-motivational model of emotion effects that is part of CVT (Pekrun & Perry, 2014) as well as recent cross-sectional research that highlights the mediational role of emotions in the link between appraisals and academic achievement (Peixoto et al., ”
• Students’ self-determined motivation and negative emotions in mathematics in lower secondary education—Investigating reciprocal relations (2018, background): “In contrast, negative emotions such as anxiety, anger, and boredom are generally expected to have a negative impact on students’ learning processes as they decrease students’ intrinsic motivation (Peixoto et al., 2016; Pekrun et al., 2007).”
• Activity Achievement Emotions and Academic Performance: A Meta-analysis (2021, result): “This is reflected in the existing evidence that shows, in most cases, a negative association between anger and achievement (Peixoto et al. 2017; Pekrun et al. 2009; Villavicencio and Bernardo 2013).”
• Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, background): “, 2010), and in some subjects more than others (Goetz et al., 2006a,b, 2007; Frenzel et al., 2007; Nett et al., 2010, 2011; Daschmann et al., 2011; Schukajlow and Rakoczy, 2016; Peixoto et al., 2017), frequently resulting in loneliness and withdrawal, feelings of confinement and disempowerment, tire”