Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects
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 (Grade...
Gespeichert in:
| Veröffentlicht in: | Child development 2017-09, Vol.88 (5), p.1653-1670 |
|---|---|
| Hauptverfasser: | , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 1670 |
|---|---|
| container_issue | 5 |
| container_start_page | 1653 |
| container_title | Child development |
| container_volume | 88 |
| creator | Pekrun, Reinhard Lichtenfeld, Stephanie Marsh, Herbert W. Murayama, Kou Goetz, Thomas |
| description | 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. |
| doi_str_mv | 10.1111/cdev.12704 |
| format | Article |
| fullrecord | <record><control><sourceid>jstor_proqu</sourceid><recordid>TN_cdi_proquest_miscellaneous_1866296212</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1153162</ericid><jstor_id>45046695</jstor_id><sourcerecordid>45046695</sourcerecordid><originalsourceid>FETCH-LOGICAL-c5034-b634f21e40f476b5e845a3814b119b60204ae183f9977ea57368b044dea5d0903</originalsourceid><addsrcrecordid>eNp9kM1v1DAQxa0KRJfChTsoUi8IKcVjO07c22oJX1rUqmoRt8hxxuBVErd2UtT_Hi-73QMHfLE98_N740fIK6BnkNZ70-H9GbCSiiOyACHLvJJMPCELSqnKuWL0mDyPcZOuTCr-jByzCkrJqVqQH0vzy-E9DjhOWT34yfkxZnrssqXRHQ7OZJcYrA-DHg2eZ2s__nTT3LlR99k332EfM2-zKzTuNniTirW1aKb4gjy1uo_4cr-fkJuP9fXqc76--PRltVznpqBc5K3kwjJAQa0oZVtgJQrNKxAtgGolZVRohIpbpcoSdVFyWbVUiC6dO6ooPyFvd7rJ_m7GODWDiwb7Xo_o59hAJSVTkgFL6Ok_6MbPIX0kUYoLJYGzIlHvdpQJPsaAtrkNbtDhoQHabPNutnk3f_NO8Ju95NwO2B3Qx4AT8HoHYHDm0K6_AhQc5HYm2PV_ux4f_mPVrD7U3x9N95qbOPlweCMKKqRUBf8DBT6bgQ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1934961325</pqid></control><display><type>article</type><title>Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects</title><source>MEDLINE</source><source>Access via Wiley Online Library</source><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><source>Jstor Complete Legacy</source><source>EBSCOhost Education Source</source><creator>Pekrun, Reinhard ; Lichtenfeld, Stephanie ; Marsh, Herbert W. ; Murayama, Kou ; Goetz, Thomas</creator><creatorcontrib>Pekrun, Reinhard ; Lichtenfeld, Stephanie ; Marsh, Herbert W. ; Murayama, Kou ; Goetz, Thomas</creatorcontrib><description>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.</description><identifier>ISSN: 0009-3920</identifier><identifier>EISSN: 1467-8624</identifier><identifier>DOI: 10.1111/cdev.12704</identifier><identifier>PMID: 28176309</identifier><language>eng</language><publisher>United States: Wiley for the Society for Research in Child Development</publisher><subject>Academic Achievement ; Academic Success ; Adolescent ; Adolescents ; Anxiety ; Boredom ; Child ; Elementary School Students ; Emotional Development ; Emotional Response ; Emotions ; Emotions - physiology ; EMPIRICAL ARTICLES ; Female ; Foreign Countries ; Gender Differences ; Hopelessness ; Humans ; Intelligence ; Longitudinal Studies ; Male ; Mathematical models ; Mathematics ; Mathematics - education ; Mathematics Achievement ; Models, Psychological ; Negative Attitudes ; Negative emotions ; Positive Attitudes ; Positive emotions ; Prediction ; Secondary School Students ; Self esteem ; Shame ; Socioeconomic Status ; Structural Equation Models ; Test scores ; Track System (Education)</subject><ispartof>Child development, 2017-09, Vol.88 (5), p.1653-1670</ispartof><rights>2017 The Society for Research in Child Development, Inc.</rights><rights>2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.</rights><rights>Child Development © 2017 The Society for Research in Child Development, Inc.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c5034-b634f21e40f476b5e845a3814b119b60204ae183f9977ea57368b044dea5d0903</citedby><cites>FETCH-LOGICAL-c5034-b634f21e40f476b5e845a3814b119b60204ae183f9977ea57368b044dea5d0903</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/45046695$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/45046695$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,1417,27924,27925,30999,45574,45575,58017,58250</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1153162$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/28176309$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Pekrun, Reinhard</creatorcontrib><creatorcontrib>Lichtenfeld, Stephanie</creatorcontrib><creatorcontrib>Marsh, Herbert W.</creatorcontrib><creatorcontrib>Murayama, Kou</creatorcontrib><creatorcontrib>Goetz, Thomas</creatorcontrib><title>Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects</title><title>Child development</title><addtitle>Child Dev</addtitle><description>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.</description><subject>Academic Achievement</subject><subject>Academic Success</subject><subject>Adolescent</subject><subject>Adolescents</subject><subject>Anxiety</subject><subject>Boredom</subject><subject>Child</subject><subject>Elementary School Students</subject><subject>Emotional Development</subject><subject>Emotional Response</subject><subject>Emotions</subject><subject>Emotions - physiology</subject><subject>EMPIRICAL ARTICLES</subject><subject>Female</subject><subject>Foreign Countries</subject><subject>Gender Differences</subject><subject>Hopelessness</subject><subject>Humans</subject><subject>Intelligence</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>Mathematical models</subject><subject>Mathematics</subject><subject>Mathematics - education</subject><subject>Mathematics Achievement</subject><subject>Models, Psychological</subject><subject>Negative Attitudes</subject><subject>Negative emotions</subject><subject>Positive Attitudes</subject><subject>Positive emotions</subject><subject>Prediction</subject><subject>Secondary School Students</subject><subject>Self esteem</subject><subject>Shame</subject><subject>Socioeconomic Status</subject><subject>Structural Equation Models</subject><subject>Test scores</subject><subject>Track System (Education)</subject><issn>0009-3920</issn><issn>1467-8624</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp9kM1v1DAQxa0KRJfChTsoUi8IKcVjO07c22oJX1rUqmoRt8hxxuBVErd2UtT_Hi-73QMHfLE98_N740fIK6BnkNZ70-H9GbCSiiOyACHLvJJMPCELSqnKuWL0mDyPcZOuTCr-jByzCkrJqVqQH0vzy-E9DjhOWT34yfkxZnrssqXRHQ7OZJcYrA-DHg2eZ2s__nTT3LlR99k332EfM2-zKzTuNniTirW1aKb4gjy1uo_4cr-fkJuP9fXqc76--PRltVznpqBc5K3kwjJAQa0oZVtgJQrNKxAtgGolZVRohIpbpcoSdVFyWbVUiC6dO6ooPyFvd7rJ_m7GODWDiwb7Xo_o59hAJSVTkgFL6Ok_6MbPIX0kUYoLJYGzIlHvdpQJPsaAtrkNbtDhoQHabPNutnk3f_NO8Ju95NwO2B3Qx4AT8HoHYHDm0K6_AhQc5HYm2PV_ux4f_mPVrD7U3x9N95qbOPlweCMKKqRUBf8DBT6bgQ</recordid><startdate>201709</startdate><enddate>201709</enddate><creator>Pekrun, Reinhard</creator><creator>Lichtenfeld, Stephanie</creator><creator>Marsh, Herbert W.</creator><creator>Murayama, Kou</creator><creator>Goetz, Thomas</creator><general>Wiley for the Society for Research in Child Development</general><general>Wiley-Blackwell</general><general>Blackwell Publishing Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7TK</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>U9A</scope><scope>7X8</scope></search><sort><creationdate>201709</creationdate><title>Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects</title><author>Pekrun, Reinhard ; Lichtenfeld, Stephanie ; Marsh, Herbert W. ; Murayama, Kou ; Goetz, Thomas</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c5034-b634f21e40f476b5e845a3814b119b60204ae183f9977ea57368b044dea5d0903</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Academic Achievement</topic><topic>Academic Success</topic><topic>Adolescent</topic><topic>Adolescents</topic><topic>Anxiety</topic><topic>Boredom</topic><topic>Child</topic><topic>Elementary School Students</topic><topic>Emotional Development</topic><topic>Emotional Response</topic><topic>Emotions</topic><topic>Emotions - physiology</topic><topic>EMPIRICAL ARTICLES</topic><topic>Female</topic><topic>Foreign Countries</topic><topic>Gender Differences</topic><topic>Hopelessness</topic><topic>Humans</topic><topic>Intelligence</topic><topic>Longitudinal Studies</topic><topic>Male</topic><topic>Mathematical models</topic><topic>Mathematics</topic><topic>Mathematics - education</topic><topic>Mathematics Achievement</topic><topic>Models, Psychological</topic><topic>Negative Attitudes</topic><topic>Negative emotions</topic><topic>Positive Attitudes</topic><topic>Positive emotions</topic><topic>Prediction</topic><topic>Secondary School Students</topic><topic>Self esteem</topic><topic>Shame</topic><topic>Socioeconomic Status</topic><topic>Structural Equation Models</topic><topic>Test scores</topic><topic>Track System (Education)</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Pekrun, Reinhard</creatorcontrib><creatorcontrib>Lichtenfeld, Stephanie</creatorcontrib><creatorcontrib>Marsh, Herbert W.</creatorcontrib><creatorcontrib>Murayama, Kou</creatorcontrib><creatorcontrib>Goetz, Thomas</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Neurosciences Abstracts</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>MEDLINE - Academic</collection><jtitle>Child development</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Pekrun, Reinhard</au><au>Lichtenfeld, Stephanie</au><au>Marsh, Herbert W.</au><au>Murayama, Kou</au><au>Goetz, Thomas</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1153162</ericid><atitle>Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects</atitle><jtitle>Child development</jtitle><addtitle>Child Dev</addtitle><date>2017-09</date><risdate>2017</risdate><volume>88</volume><issue>5</issue><spage>1653</spage><epage>1670</epage><pages>1653-1670</pages><issn>0009-3920</issn><eissn>1467-8624</eissn><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.</abstract><cop>United States</cop><pub>Wiley for the Society for Research in Child Development</pub><pmid>28176309</pmid><doi>10.1111/cdev.12704</doi><tpages>18</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0009-3920 |
| ispartof | Child development, 2017-09, Vol.88 (5), p.1653-1670 |
| issn | 0009-3920 1467-8624 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_1866296212 |
| source | MEDLINE; Access via Wiley Online Library; Applied Social Sciences Index & Abstracts (ASSIA); Jstor Complete Legacy; EBSCOhost Education Source |
| subjects | Academic Achievement Academic Success Adolescent Adolescents Anxiety Boredom Child Elementary School Students Emotional Development Emotional Response Emotions Emotions - physiology EMPIRICAL ARTICLES Female Foreign Countries Gender Differences Hopelessness Humans Intelligence Longitudinal Studies Male Mathematical models Mathematics Mathematics - education Mathematics Achievement Models, Psychological Negative Attitudes Negative emotions Positive Attitudes Positive emotions Prediction Secondary School Students Self esteem Shame Socioeconomic Status Structural Equation Models Test scores Track System (Education) |
| title | Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-27T19%3A10%3A22IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Achievement%20Emotions%20and%20Academic%20Performance:%20Longitudinal%20Models%20of%20Reciprocal%20Effects&rft.jtitle=Child%20development&rft.au=Pekrun,%20Reinhard&rft.date=2017-09&rft.volume=88&rft.issue=5&rft.spage=1653&rft.epage=1670&rft.pages=1653-1670&rft.issn=0009-3920&rft.eissn=1467-8624&rft_id=info:doi/10.1111/cdev.12704&rft_dat=%3Cjstor_proqu%3E45046695%3C/jstor_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1934961325&rft_id=info:pmid/28176309&rft_ericid=EJ1153162&rft_jstor_id=45046695&rfr_iscdi=true |