Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment

By Thomas Goetz, A. Frenzel, Nathan C. Hall, Reinhard Pekrun. 2006

341 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e2229dc99a3ec377187bbaff648e017b05bf1c5d

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

In Social Psychology

In Sociology and Political Science

Citations in the corpus

A Meta-Analysis of Relations Between Achievement and Self-Concept (2020, background): “The assumption of a correspondence between self-concept correlations and subject similarity is also addressed in a study by Haag and Götz (2012), who showed that subjects from the math/science domain, like mathematics and physics, are indeed described by students as very similar to each other in rel”
A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement (2019, methodology): “In fact, much initiative work had prepared the ground before the advent of Positive Psychology in the field of SLA (e.g. Arnold 1999; Cook 2000; Broner and Tarone 2001; Brantmeier 2003, 2005; Kramsch 2006; Götz et al. 2008; Imai 2010).”
Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course (2012, background): “Previous research has shown that boredom, anger, and enjoyment could differently relate to mastery-oriented and performance-oriented motivation ( Goetz et al. 2008; Pekrun et al. 2006).”
A sense of belonging at university: student retention, motivation and enjoyment (2021, background): “It has been found to have a positive relationship with student achievement (Goetz et al. 2008) and this positive relationship may interact in a cyclical fashion over time, meaning greater enjoyment may lead to greater achievement and so forth (Putwain et al. 2018).”
“Pluto Has Been a Planet My Whole Life!” Emotions, Attitudes, and Conceptual Change in Elementary Students’ Learning about Pluto’s Reclassification (2013, background): “Gregoire’s (2003) explanation of how emotions may influence conceptual change conflicts with other research that suggests positive emotions facilitate creative thinking, problem solving (Pekrun et al.”
“My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures (2014, neutral): “Whereas short scales (with three items) and single item measures have sometimes been used to assess aca demic anxieties and academic self concepts (e.g., PISA study 2000, German extension to the year 2003 cycle of PISA; Brunner et al., 2010; Goetz, Frenzel, Stoeger, & Hall, 2010; Goetz, Preckel, Pek”
Social and Dimensional Comparisons in Math and Verbal Test Anxiety: Within- and Cross-domain Relations with Achievement and the Mediating Role of Academic Self-concept☆ (2017, background): “As such, the GI/E model-like relations between math and verbal achievement on the one hand and math and verbal enjoyment (Goetz et al., 2008) or math and verbal interest (Schurtz et al., 2014) on the other hand were found to be mediated through students’ domain-specific academic self-concepts (see…”