| Title |
Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects
|
|---|---|
| Published in |
Child Development, February 2017
|
| DOI | 10.1111/cdev.12704 |
| Pubmed ID | |
| Authors |
Reinhard Pekrun, Stephanie Lichtenfeld, Herbert W. Marsh, Kou Murayama, Thomas Goetz |
| Abstract |
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. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 1 | 50% |
| Unknown | 1 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Scientists | 1 | 50% |
| Members of the public | 1 | 50% |
Mendeley readers
The data shown below were compiled from readership statistics for 605 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 605 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 87 | 14% |
| Student > Master | 76 | 13% |
| Student > Bachelor | 62 | 10% |
| Researcher | 43 | 7% |
| Student > Doctoral Student | 40 | 7% |
| Other | 85 | 14% |
| Unknown | 212 | 35% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 161 | 27% |
| Social Sciences | 75 | 12% |
| Mathematics | 22 | 4% |
| Nursing and Health Professions | 12 | 2% |
| Computer Science | 12 | 2% |
| Other | 87 | 14% |
| Unknown | 236 | 39% |
Attention Score in Context
This research output has an Altmetric Attention Score of 165. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 05 August 2022.
All research outputs
#250,818
of 25,837,817 outputs
Outputs from Child Development
#143
of 4,544 outputs
Outputs of similar age
#5,465
of 429,655 outputs
Outputs of similar age from Child Development
#9
of 92 outputs
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We're also able to compare this research output to 92 others from the same source and published within six weeks on either side of this one. This one has done particularly well, scoring higher than 90% of its contemporaries.