Test boredom : Exploring a neglected emotion

Journal article

Goetz, Thomas, Bieleke, Maik, Yanagida, Takuya, Krannich, Maike, Roos, Anna-Lena, Frenzel, Anne, Lipnevich, Anastasiya A. and Pekrun, Reinhard. (2023). Test boredom : Exploring a neglected emotion. Journal of Educational Psychology. 115(7), pp. 911-931. https://doi.org/10.1037/edu0000807
AuthorsGoetz, Thomas, Bieleke, Maik, Yanagida, Takuya, Krannich, Maike, Roos, Anna-Lena, Frenzel, Anne, Lipnevich, Anastasiya A. and Pekrun, Reinhard
Abstract

The emotion of boredom has sparked considerable interest in research on teaching and learning, but boredom during tests and exams has not yet been examined. Based on the control-value theory of achievement emotions, we hypothesized that students may experience significant levels of boredom during testing (“test boredom”; Hypothesis 1) and that test boredom may be significantly related to theoretically hypothesized antecedents (control and value appraisals; Hypothesis 2) and outcomes (performance; Hypothesis 3). We further hypothesized that test boredom was more detrimental when students felt overchallenged during the test than when they felt underchallenged (“abundance hypothesis”; Hypothesis 4). We tested these hypotheses in two studies (Study 1: N = 208 eighth graders; 54% female; Study 2: N = 1,612 fifth to 10th graders, 47% female) using both trait and state measures of test boredom in mathematics and their proposed antecedents and outcomes. In support of Hypothesis 1, participants reported statistically significant levels of boredom during tests. Furthermore, the relations of test boredom with its control and value antecedents (i.e., being over- or underchallenged, facets of value) were in line with our assumptions (Hypothesis 2). In support of Hypothesis 3, test boredom was significantly negatively related to academic achievement (grades). In line with Hypothesis 4, test scores were negatively related to boredom due to being overchallenged but unrelated, or even positively related, to boredom due to being underchallenged. Directions for future research on test boredom as well as practical implications are outlined.

Keywordsboredom; test; achievement; mathematics; control-value theory
Year01 Jan 2023
JournalJournal of Educational Psychology
Journal citation115 (7), pp. 911-931
PublisherAmerican Psychological Association
ISSN0022-0663
Digital Object Identifier (DOI)https://doi.org/10.1037/edu0000807
Web address (URL)https://psycnet.apa.org/fulltext/2023-95297-001.html
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Page range911-931
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Online03 Aug 2023
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Accepted30 Mar 2023
Deposited15 Aug 2024
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© 2023 American Psychological Association

This research was supported by a grant from the German Research Foundation (Deutsche Forschungsgemeinschaft) awarded to Reinhard Pekrun (PE 320/11-1).

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Control-value appraisals, achievement emotions, and foreign language performance : A latent interaction analysis
Shao, Kaiqi, Pekrun, Reinhard, Marsh, Herbert W. and Loderer, Kristina. (2020). Control-value appraisals, achievement emotions, and foreign language performance : A latent interaction analysis. Learning and Instruction. 69, p. Article 101356. https://doi.org/10.1016/j.learninstruc.2020.101356
Are concepts of achievement-related emotions universal across cultures? A semantic profiling approach
Loderer, Kristina, Gentsch, Kornelia, Duffy, Melissa C., Zhu, Mingjing, Xie, Xiyao, Chavarría, Jason A., Vogl, Elisabeth, Soriano, Cristina, Scherer, Klaus R. and Pekrun, Reinhard. (2020). Are concepts of achievement-related emotions universal across cultures? A semantic profiling approach. Cognition and Emotion. 34(7), pp. 1480-1488. https://doi.org/10.1080/02699931.2020.1748577
Achievement emotions and academic achievement : Reciprocal relations and the moderating influence of academic buoyancy
Putwain, David W., Wood, Peter and Pekrun, Reinhard. (2020). Achievement emotions and academic achievement : Reciprocal relations and the moderating influence of academic buoyancy. Journal of Educational Psychology. 114(1), pp. 108-126. https://doi.org/10.1037/edu0000637
Emotions in medical education: Examining the validity of the Medical Emotion Scale (MES) across authentic medical learning environments
Melissa C. Duffy, Susanne P. Lajoie, Reinhard Pekrun and Kevin Lachapelle. (2020). Emotions in medical education: Examining the validity of the Medical Emotion Scale (MES) across authentic medical learning environments. Learning and Instruction. 70, pp. 1-13. https://doi.org/10.1016/j.learninstruc.2018.07.001
Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments
Kristina Loderer, Reinhard Pekrun and James C. Lester. (2020). Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments. Learning and Instruction. 70(101162), pp. 1-15. https://doi.org/10.1016/j.learninstruc.2018.08.002
Surprised-curious-confused : Epistemic emotions and knowledge exploration
Vogl, Elisabeth, Pekrun, Reinhard, Murayama, Kou and Loderer, Kristina. (2020). Surprised-curious-confused : Epistemic emotions and knowledge exploration. Emotion. 20(4), pp. 625-641. https://doi.org/10.1037/emo0000578
Emotional Foundations of Game-Based Learning
Loderer, Kristina, Pekrun, Reinhard Herrmann and Plass, Jan. (2019). Emotional Foundations of Game-Based Learning. In In Plass, Jan L., Mayer, Richard E. and Homer, Bruce D. (Ed.). Handbook of Game-Based Learning pp. 111 MIT Press.
Achievement emotions : A control-value theory perspective
Pekrun, Reinhard Herrmann. (2019). Achievement emotions : A control-value theory perspective. In In Patulny, Roger, Bellocchi, Alberto, Olson, Rebecca, Khorana, Sukhmani, McKenzie, Jordan and Peterie, Michelle (Ed.). Emotions in Late Modernity pp. 142 Routledge.
The murky distinction between curiosity and interest : State of the art and future prospects
Pekrun, Reinhard. (2019). The murky distinction between curiosity and interest : State of the art and future prospects. Educational Psychology Review. 31(4), pp. 905-914. https://doi.org/10.1007/s10648-019-09512-1
Inquiry on emotions in higher education : Progress and open problems
Pekrun, Reinhard. (2019). Inquiry on emotions in higher education : Progress and open problems. Studies in Higher Education. 44(10), pp. 1806-1811. https://doi.org/10.1080/03075079.2019.1665335
Emotions in classroom language learning: What can we learn from achievement emotion research?
Kaiqi Shao, Reinhard Pekrun and Laura J. Nicholson. (2019). Emotions in classroom language learning: What can we learn from achievement emotion research? System. 86, pp. 1-11. https://doi.org/10.1016/j.system.2019.102121
The emotions of pretenure faculty: Implications for teaching and research success
Stupnisky, Robert H., Hall, Nathan C. and Pekrun, Reinhard. (2019). The emotions of pretenure faculty: Implications for teaching and research success. Review of Higher Education. 42(4), pp. 1489 - 1526. https://doi.org/10.1353/rhe.2019.0073
Exploring the antecedents and consequences of epistemic emotions
Chevrier, Marianne, Muis, Krista R., Trevors, Gregory J., Pekrun, Reinhard and Sinatra, Gale M.. (2019). Exploring the antecedents and consequences of epistemic emotions. Learning and Instruction. 63, pp. 1 - 18. https://doi.org/10.1016/j.learninstruc.2019.05.006
Do positive illusions of control foster happiness?
Kaufmann, Martina, Goetz, Thomas, Lipnevich, Anastasiya A. and Pekrun, Reinhard. (2019). Do positive illusions of control foster happiness? Emotion. 19(6), pp. 1014 - 1022. https://doi.org/10.1037/emo0000499
Faculty enjoyment, anxiety, and boredom for teaching and research: instrument development and testing predictors of success
Stupnisky, Robert H., Hall, Nathan C. and Pekrun, Reinhard. (2019). Faculty enjoyment, anxiety, and boredom for teaching and research: instrument development and testing predictors of success. Studies in Higher Education. 44(10), pp. 1712 - 1722. https://doi.org/10.1080/03075079.2019.1665308
Emotion regulation in achievement situations: An integrated model
Harley, Jason M., Pekrun, Reinhard, Taxer, Jamie L. and Gross, James J.. (2019). Emotion regulation in achievement situations: An integrated model. Educational Psychologist. 54(2), pp. 106 - 126. https://doi.org/10.1080/00461520.2019.1587297
Relative incidence and origins of achievement emotions in computer-based collaborative problem-solving: A control-value approach
Camacho-Morles, Jesus, Slemp, Gavin R., Oades, Lindsay G., Pekrun, Reinhard and Morrish, Lucy. (2019). Relative incidence and origins of achievement emotions in computer-based collaborative problem-solving: A control-value approach. Computers in Human Behavior. 98, pp. 41 - 49. https://doi.org/10.1016/j.chb.2019.03.035
Happy fish in little ponds: Testing a reference group model of achievement and emotion
Pekrun, Reinhard, Murayama, Kou, Marsh, Herbert W., Goetz, Thomas and Frenzel, Anne C.. (2019). Happy fish in little ponds: Testing a reference group model of achievement and emotion. Journal of Personality and Social Psychology. 117(1), pp. 166 - 185. https://doi.org/10.1037/pspp0000230
Expectancy of success, attainment value, engagement, and Achievement: A moderated mediation analysis
Putwain, David W., Nicholson, Laura J., Pekrun, Reinhard, Becker, Sandra and Symes, Wendy. (2019). Expectancy of success, attainment value, engagement, and Achievement: A moderated mediation analysis. Learning and Instruction. 60, pp. 117 - 125. https://doi.org/10.1016/j.learninstruc.2018.11.005
The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies
Marsh, Herbert W., Pekrun, Reinhard, Parker, Philip D., Murayama, Kou, Guo, Jiesi, Dicke, Theresa and Arens, A. Katrin. (2019). The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. Journal of Educational Psychology. 111(2), pp. 331 - 353. https://doi.org/10.1037/edu0000281
Weiner’s Attribution Theory : Indispensable - But is it immune to crisis?
Pekrun, Reinhard and Marsh, Herbert W.. (2018). Weiner’s Attribution Theory : Indispensable - But is it immune to crisis? Motivation Science. 4(1), pp. 19-20. https://doi.org/10.1037/mot0000096
An attribution-based motivation treatment for low control students who are bored in online learning environments
Parker, Patti C., Perry, Raymond P., Chipperfield, Judith G., Hamm, Jeremy M. and Pekrun, Reinhard. (2018). An attribution-based motivation treatment for low control students who are bored in online learning environments. Motivation Science. 4(2), pp. 177-184. https://doi.org/10.1037/mot0000081
Effects of achievement contexts on the meaning structure of emotion words
Gentsch, Kornelia, Loderer, Kristina, Soriano, Cristina, Fontaine, Johnny R. J., Eid, Michael, Pekrun, Reinhard and Scherer, Klaus R.. (2018). Effects of achievement contexts on the meaning structure of emotion words. Cognition and Emotion. 32(2), pp. 379 - 388. https://doi.org/10.1080/02699931.2017.1287668
An integrated model of academic self-concept development: academic self-concept, grades, test scores, and tracking over 6 years
Marsh, Herbert W., Pekrun, Reinhard, Murayama, Kou, Arens, A. Katrin, Parker, Philip D., Guo, Jiesi and Dicke, Theresa. (2018). An integrated model of academic self-concept development: academic self-concept, grades, test scores, and tracking over 6 years. Developmental Psychology. 54(2), pp. 263 - 280. https://doi.org/10.1037/dev0000393
Paradoxical effects of perceived control on survival
Chipperfield, Judith G., Perry, Raymond P., Pekrun, Reinhard, Hamm, Jeremy M. and Lang, Frieder R.. (2018). Paradoxical effects of perceived control on survival. Journal of Gerontology Series B: Psychological Sciences and Social Sciences. 73(7), pp. 1166 - 1174. https://doi.org/10.1093/geronb/gbx002
Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment
Frenzel, Anne C., Becker-Kurz, Betty, Pekrun, Reinhard, Goetz, Thomas and Lüdtke, Oliver. (2018). Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment. Journal of Educational Psychology. 110(5), pp. 628 - 639. https://doi.org/10.1037/edu0000228
Main and moderator effects of refutation on task value, epistemic emotions, and learning strategies during conceptual change
Muis, Krista Renee, Sinatra, Gale M., Pekrun, Reinhard, Winne, Philip H., Trevors, Gregory J., Losenno, Kelsey M. and Munzar, Brendan. (2018). Main and moderator effects of refutation on task value, epistemic emotions, and learning strategies during conceptual change. Contemporary Educational Psychology. 55, pp. 155 - 165. https://doi.org/10.1016/j.cedpsych.2018.10.001
Reciprocal relations between students' academic enjoyment, boredom, and achievement over time
Putwain, David W., Becker, Sandra, Symes, Wendy and Pekrun, Reinhard. (2018). Reciprocal relations between students' academic enjoyment, boredom, and achievement over time. Learning and Instruction. 54, pp. 73 - 81. https://doi.org/10.1016/j.learninstruc.2017.08.004
The Achievement Pride Scales (APS)
Buechner, Vanessa L., Pekrun, Reinhard and Lichtenfeld, Stephanie. (2018). The Achievement Pride Scales (APS). European Journal of Psychological Assessment. 34(3), pp. 181 - 192. https://doi.org/10.1027/1015-5759/a000325
Control-value appraisals, enjoyment, and boredom in mathematics: A longitudinal latent interaction analysis
Putwain, David W., Pekrun, Reinhard, Nicholson, Laura J., Symes, Wendy, Becker, Sandra and Marsh, Herbert W.. (2018). Control-value appraisals, enjoyment, and boredom in mathematics: A longitudinal latent interaction analysis. American Educational Research Journal. 55(6), pp. 1339 - 1368. https://doi.org/10.3102/0002831218786689
Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects
Dicke, Theresa, Marsh, Herbert W., Parker, Philip D., Pekrun, Reinhard, Guo, Jiesi and Televantou, Ioulia. (2018). Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects. Journal of Educational Psychology. 110(8), pp. 1112 - 1126. https://doi.org/10.1037/edu0000259
Within-person analysis in educational psychology : Importance and illustrations
Murayama, Kou, Goetz, Thomas, Malmberg, Lars-Erik, Pekrun, Reinhard, Tanaka, Ayumi and Martin, Andrew J.. (2017). Within-person analysis in educational psychology : Importance and illustrations. In The role of competence and beliefs in teaching and learning pp. 71-87 The British Psychological Society. https://doi.org/10.53841/bpsmono.2017.cat2023.6
Emotions and motivation in mathematics education: theoretical considerations and empirical contributions
Schukajlow, Stanislaw, Rakoczy, Katrin and Pekrun, Reinhard. (2017). Emotions and motivation in mathematics education: theoretical considerations and empirical contributions. ZDM: The International Journal on Mathematics Education. 49(3), pp. 307 - 322. https://doi.org/10.1007/s11858-017-0864-6
Achievement emotions
Pekrun, Reinhard. (2017). Achievement emotions. In In A. J. Elliot, C. S. Dweck and D. S. Yeager (Ed.). Handbook of competence and motivation: Theory and application pp. 251 - 271 Guilford Press.
Math self-concept, grades, and achievement test scores : Long-term reciprocal effects across five waves and three achievement tracks
Arens, A. Katrin, Marsh, Herbert W., Pekrun, Reinhard, Lichtenfeld, Stephanie, Murayama, Kou and vom Hofe, Rudolf. (2017). Math self-concept, grades, and achievement test scores : Long-term reciprocal effects across five waves and three achievement tracks. Journal of Educational Psychology. 109(5), pp. 621-634. https://doi.org/10.1037/edu0000163
Why do children worry about their academic achievement? An expectancy-value perspective on elementary students¿ worries about their mathematics and reading performance
Lauermann, Fani, Eccles, J. S. and Pekrun, Reinhard. (2017). Why do children worry about their academic achievement? An expectancy-value perspective on elementary students¿ worries about their mathematics and reading performance. ZDM: The International Journal on Mathematics Education. 49(3), pp. 339 - 354. https://doi.org/10.1007/s11858-017-0832-1
Measuring emotions during epistemic activities: the epistemically-related emotion scales
Pekrun, Reinhard, Vogl, Elisabeth, Muis, Krista R. and Sinatra, Gale M.. (2017). Measuring emotions during epistemic activities: the epistemically-related emotion scales. Cognition and Emotion. 31(6), pp. 1268 - 1276. https://doi.org/10.1080/02699931.2016.1204989
Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores
Marsh, Herbert W., Parker, Philip D., Guo, Jiesi, Dicke, Theresa, Pekrun, Reinhard, Murayama, K. and Lichtenfeld, Stephanie. (2017). Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores. Journal of Educational Psychology. 109(3), pp. 425 - 438. https://doi.org/10.1037/edu0000144
Exploring the relations between epistemic beliefs, emotions, and learning from texts
Trevors, Gregory J., Muis, Krista R., Pekrun, Reinhard, Sinatra, Gale M. and Muijselaar, Marloes M. L.. (2017). Exploring the relations between epistemic beliefs, emotions, and learning from texts. Contemporary Educational Psychology. 48, pp. 116 - 132. https://doi.org/10.1016/j.cedpsych.2016.10.001
Achievement emotions and academic performance : Longitudinal models of reciprocal effects
Pekrun, Reinhard, Lichtenfeld, Stephanie, Marsh, Herbert W., Murayama, Kou and Goetz, Thomas. (2017). Achievement emotions and academic performance : Longitudinal models of reciprocal effects. Child Development. 88(5), pp. 1653-1670. https://doi.org/10.1111/cdev.12704
Emotions that matter to achievement : Student feelings about assessment
Vogl, Elisabeth and Pekrun, Reinhard. (2016). Emotions that matter to achievement : Student feelings about assessment. In In Brown, Gavin T. L. and Harris, Lois R. (Ed.). Handbook of human and social conditions in assessment pp. 111-128 Routledge.
To be bored or not to be bored: How task-related boredom influences creative performance
Haager, Julia S., Kuhbandner, Christof and Pekrun, Reinhard. (2016). To be bored or not to be bored: How task-related boredom influences creative performance. The Journal of Creative Behavior. 52(4), pp. 297 - 304. https://doi.org/10.1002/jocb.154
Using self-report to assess emotions in education
Pekrun, Reinhard. (2016). Using self-report to assess emotions in education. In In Zembylas, Michalinos and Schutz, Paul A. (Ed.). Methodological advances in research on emotion and education pp. 43-54 Springer. https://doi.org/10.1007/978-3-319-29049-2_4
Measuring teachers' enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES)
Frenzel, Anne C., Pekrun, Reinhard, Goetz, Thomas, Daniels, Lia M., Durksen, Tracy L., Becker-Kurz, Betty and Klassen, Robert M.. (2016). Measuring teachers' enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES). Contemporary Educational Psychology. 46(July), pp. 148 - 163. https://doi.org/10.1016/j.cedpsych.2016.05.003
How do you make me feel better? Social cognitive emotion regulation and the default mode network
Xie, Xiyao, Bratec, Satja Mulej, Schmid, Gabriele, Meng, Chun, Doll, Anselm, Wohlschläger, Afra, Finke, Kathrin, Förstl, Hans, Zimmer, Claus, Pekrun, Reinhard, Schilbach, Leonhard, Riedl, Valentin and Sorg, Christian. (2016). How do you make me feel better? Social cognitive emotion regulation and the default mode network. NeuroImage. 134(July), pp. 270 - 280. https://doi.org/10.1016/j.neuroimage.2016.04.015
Teachers' emotions and emotion management: integrating emotion regulation theory with emotional labor research
Lee, Mikyoung, Pekrun, Reinhard, Taxer, Jamie L., Schutz, Paul A., Vogl, Elisabeth and Xie, Xiyao. (2016). Teachers' emotions and emotion management: integrating emotion regulation theory with emotional labor research. Social Psychology of Education: an international journal. 19(4), pp. 843 - 863. https://doi.org/10.1007/s11218-016-9359-5
Identity and epistemic emotions during knowledge revision: A potential account for the backfire effect
Trevors, Gregory J., Muis, Krista R., Pekrun, Reinhard, Sinatra, Gale M. and Winne, Philip H.. (2016). Identity and epistemic emotions during knowledge revision: A potential account for the backfire effect. Discourse Processes. 53(5-6), pp. 339 - 370. https://doi.org/10.1080/0163853X.2015.1136507
Adaptive motivation and emotion in education: Research and principles for instructional design
Linnenbrink-Garcia, Lisa, Patall, Erika A. and Pekrun, Reinhard. (2016). Adaptive motivation and emotion in education: Research and principles for instructional design. Policy Insights from the Behavioral and Brain Sciences. 3(2), pp. 228 - 236. https://doi.org/10.1177/2372732216644450
The impact of emotions on student achievement in synchronous hybrid business and public administration programs: A longitudinal test of control-value theory
Butz, Nikolaus T., Stupnisky, Robert H., Pekrun, Reinhard, Jensen, Jason L. and Harsell, Dana M.. (2016). The impact of emotions on student achievement in synchronous hybrid business and public administration programs: A longitudinal test of control-value theory. Decision Sciences Journal of Innovative Education. 14(4), pp. 441 - 474. https://doi.org/10.1111/dsji.12110
Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach
Goetz, Thomas, Sticca, Fabio, Pekrun, Reinhard, Murayama, Kou and Elliot, Andrew J.. (2016). Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach. Learning and Instruction. 41, pp. 115 - 125. https://doi.org/10.1016/j.learninstruc.2015.10.007
Breaking the double-edged sword of effort/trying hard : Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept
Marsh, Herbert W., Pekrun, Reinhard, Lichtenfeld, Stephanie, Guo, Jisei, Arens, A. Katrin and Murayama, Kou. (2016). Breaking the double-edged sword of effort/trying hard : Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept. Developmental Psychology. 52(8), pp. 1273-1290. https://doi.org/10.1037/dev0000146
New faculty members' emotions: A mixed-method study
Stupnisky, Robert H., Pekrun, Reinhard and Lichtenfeld, Stephanie. (2016). New faculty members' emotions: A mixed-method study. Studies in Higher Education. 41(7), pp. 1167 - 1188. https://doi.org/10.1080/03075079.2014.968546
Emotions that matter to achievement: Student feelings about assessment
Vogl, Elisabeth and Pekrun, Reinhard. (2016). Emotions that matter to achievement: Student feelings about assessment. In In G.T.L. Brown and L. R. Harris (Ed.). Handbook of human and social conditions in assessment pp. 111 - 128 Routledge.
Don't aim too high for your kids : Parental overaspiration undermines students' learning in mathematics
Murayama, Kou, Pekrun, Reinhard, Suzuki, Masayuki, Marsh, Herbert W. and Lichtenfeld, Stephanie. (2016). Don't aim too high for your kids : Parental overaspiration undermines students' learning in mathematics. Journal of Personality and Social Psychology. 111(5), pp. 766-779. https://doi.org/10.1037/pspp0000079
Academic emotions
Pekrun, Reinhard. (2016). Academic emotions. In Handbook of motivation at school pp. 120-144 Routledge.
The paradoxical role of perceived control in late life health behavior
Chipperfield, Judith G., Perry, Raymond P., Pekrun, Reinhard, Barchfeld, Petra, Lang, Frieder R. and Hamm, Jeremy M.. (2016). The paradoxical role of perceived control in late life health behavior. PLoS ONE. 11(3), pp. 1 - 16. https://doi.org/10.1371/journal.pone.0148921
Affect influences feature binding in memory: Trading between richness and strength of memory representations
Spachtholz, Philipp, Kuhbandner, Christof and Pekrun, Reinhard. (2016). Affect influences feature binding in memory: Trading between richness and strength of memory representations. Emotion. 16(7), pp. 1067 - 1073. https://doi.org/10.1037/emo0000199
Students' emotions for achievement and technology use in synchronous hybrid graduate programmes: A control-value approach
Butz, Nikolaus T., Stupnisky, Robert H. and Pekrun, Reinhard. (2015). Students' emotions for achievement and technology use in synchronous hybrid graduate programmes: A control-value approach. Research in Learning Technology. 23(1), pp. 1 - 16. https://doi.org/10.3402/rlt.v23.26097
The Achievement Emotions Questionnaire : Validation for pre-adolescent students
Peixoto, Francisco, Mata, Lourdes, Monteiro, Vera, Sanches, Cristina and Pekrun, Reinhard. (2015). The Achievement Emotions Questionnaire : Validation for pre-adolescent students. European Journal of Developmental Psychology. 12(4), pp. 472 - 481. https://doi.org/10.1080/17405629.2015.1040757
Teaching this class drives me nuts! - Examining the person and context specificity of teacher emotions
Frenzel, Anne C., Becker-Kurz, Betty, Pekrun, Reinhard and Goetz, Thomas. (2015). Teaching this class drives me nuts! - Examining the person and context specificity of teacher emotions. PLoS ONE. 10(6), pp. 1 - 15. https://doi.org/10.1371/journal.pone.0129630
Differential binding of colors to objects in memory: Red and yellow stick better than blue and green
Kuhbandner, Christof, Spitzer, Bernhard, Lichtenfeld, Stephanie and Pekrun, Reinhard. (2015). Differential binding of colors to objects in memory: Red and yellow stick better than blue and green. Frontiers in Psychology. 6(231), pp. 1 - 11. https://doi.org/10.3389/fpsyg.2015.00231
The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning
Muis, Krista R., Pekrun, Reinhard, Sinatra, Gale M., Azevedo, Roger, Trevors, Gregory, Meier, Elisabeth and Heddy, Benjamin C.. (2015). The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning. Learning and Instruction. 39, pp. 168 - 183. https://doi.org/10.1016/j.learninstruc.2015.06.003
Internal/external frame of reference model
Marsh, Herbert W., Möller, Jens, Parker, Philip, Xu, Man K., Nagengast, Benjamin and Pekrun, Reinhard. (2015). Internal/external frame of reference model. In In J. D. Wright (Ed.). International encyclopedia of the social & behavioral sciences pp. 425 - 432 Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26084-4
Confusion can be beneficial for learning
D'Mello, Sidney, Lehman, Blair, Pekrun, Reinhard and Graesser, Art. (2014). Confusion can be beneficial for learning. Learning and Instruction. 29, pp. 153 - 170. https://doi.org/10.1016/j.learninstruc.2012.05.003
Attribution-based treatment interventions in some achievement settings
Perry, Raymond P., Chipperfield, Judith G., Hladkyj, Steve, Pekrun, Reinhard and Hamm, Jeremy M.. (2014). Attribution-based treatment interventions in some achievement settings. Advances in Motivation and Achievement. 18, pp. 1 - 35. https://doi.org/10.1108/S0749-742320140000018000
Negative affect improves the quality of memories: Trading capacity for precision in sensory and working memory
Spachtholz, Philipp, Kuhbandner, Christof and Pekrun, Reinhard. (2014). Negative affect improves the quality of memories: Trading capacity for precision in sensory and working memory. Journal of Experimental Psychology. 143(4), pp. 1450 - 1456. https://doi.org/10.1037/xge0000012
Using control-value theory to understand achievement emotions in medical education
Artino, Anthony R. and Pekrun, Reinhard. (2014). Using control-value theory to understand achievement emotions in medical education. Academic Medicine. 89(12), pp. 1696 - 1696. https://doi.org/10.1097/ACM.0000000000000536
Overcoming fixed mindsets: The role of affect
Haager, Julia S., Kuhbandner, Christof and Pekrun, Reinhard. (2014). Overcoming fixed mindsets: The role of affect. Cognition and Emotion. 28(4), pp. 756 - 767. https://doi.org/10.1080/02699931.2013.851645
Types of boredom: An experience sampling approach
Goetz, Thomas, Frenzel, Anne C., Hall, Nathan C., Nett, Ulrike E., Pekrun, Reinhard and Lipnevich, Anastasiya A.. (2014). Types of boredom: An experience sampling approach. Motivation and Emotion. 38(3), pp. 401 - 419. https://doi.org/10.1007/s11031-013-9385-y
Memory suppression can help people "unlearn" behavioral responses-but only for nonemotional memories
Sakaki, Michiko, Kuhbandner, Christof, Mather, Mara and Pekrun, Reinhard. (2014). Memory suppression can help people "unlearn" behavioral responses-but only for nonemotional memories. Psychonomic Bulletin and Review. 21(1), pp. 136 - 141. https://doi.org/10.3758/s13423-013-0480-6
The power of anticipated feedback: Effects on students' achievement goals and achievement emotions
Pekrun, Reinhard, Cusack, Aisling, Murayama, Kou, Elliot, Andrew J. and Thomas, Kevin. (2014). The power of anticipated feedback: Effects on students' achievement goals and achievement emotions. Learning and Instruction. 29(February), pp. 115 - 124. https://doi.org/10.1016/j.learninstruc.2013.09.002
Boredom and academic achievement: Testing a model of reciprocal causation
Pekrun, Reinhard, Hall, Nathan C., Goetz, Thomas and Perry, Raymond P.. (2014). Boredom and academic achievement: Testing a model of reciprocal causation. Journal of Educational Psychology. 106(3), pp. 696 - 710. https://doi.org/10.1037/a0036006
The influence of red on impression formation in a job application context
Maier, Markus A., Elliot, Andrew J., Lee, Borah, Lichtenfeld, Stephanie, Barchfeld, Petra and Pekrun, Reinhard. (2013). The influence of red on impression formation in a job application context. Motivation and Emotion. 37(3), pp. 389 - 401. https://doi.org/10.1007/s11031-012-9326-1
Predicting long-term growth in students' mathematics achievement: The unique contributions of motivation and cognitive strategies
Murayama, Kou, Pekrun, Reinhard, Lichtenfeld, Stephanie and vom Hofe, Rudolf. (2013). Predicting long-term growth in students' mathematics achievement: The unique contributions of motivation and cognitive strategies. Child Development. 84(4), pp. 1475 - 1490. https://doi.org/10.1111/cdev.12036
Do girls really experience more anxiety in mathematics?
Goetz, Thomas, Bieg, Madeleine, Ludtke, Oliver, Pekrun, Reinhard and Hall, Nathan C.. (2013). Do girls really experience more anxiety in mathematics? Psychological Science. 24(10), pp. 2079 - 2087. https://doi.org/10.1177/0956797613486989
Affective state influences retrieval-induced forgetting for integrated knowledge
Kuhbandner, Christof and Pekrun, Reinhard. (2013). Affective state influences retrieval-induced forgetting for integrated knowledge. PLoS ONE. 8(2), pp. 1 - 6. https://doi.org/10.1371/journal.pone.0056617
Joint effects of emotion and color on memory
Kuhbandner, Christof and Pekrun, Reinhard. (2013). Joint effects of emotion and color on memory. Emotion. 13(3), pp. 375 - 379. https://doi.org/10.1037/a0031821
Teaching methods for modelling problems and students' task-specific enjoyment, value, interest and self-efficacy expectations
Schukajlow, Stanislaw, Leiss, Dominik, Pekrun, Reinhard, Blum, Werner, Muller, Marcel and Messner, Rudolf. (2012). Teaching methods for modelling problems and students' task-specific enjoyment, value, interest and self-efficacy expectations. Educational Studies in Mathematics. 79(2), pp. 215 - 237. https://doi.org/10.1007/s10649-011-9341-2
Beyond quantitative decline: Conceptual shifts in adolescents' development of interest in mathematics
Frenzel, Anne C., Pekrun, Reinhard, Dicke, Anna-Lena and Goetz, Thomas. (2012). Beyond quantitative decline: Conceptual shifts in adolescents' development of interest in mathematics. Developmental Psychology. 48(4), pp. 1069 - 1082. https://doi.org/10.1037/a0026895
Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes
Goetz, Thomas, Nett, Ulrike E., Martiny, Sarah E., Hall, Nathan C., Pekrun, Reinhard, Dettmers, Swantje and Trautwein, Ulrich. (2012). Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences. 22(2), pp. 225 - 234. https://doi.org/10.1016/j.lindif.2011.04.006
Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES)
Lichtenfeld, Stephanie, Pekrun, Reinhard, Stupnisky, Robert H., Reiss, Kristina and Murayama, Kou. (2012). Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES). Learning and Individual Differences. 22(2), pp. 190 - 201. https://doi.org/10.1016/j.lindif.2011.04.009
Fertile green: Green facilitates creative performance
Lichtenfeld, Stephanie, Elliot, Andrew J., Maier, Markus A. and Pekrun, Reinhard. (2012). Fertile green: Green facilitates creative performance. Personality and Social Psychology Bulletin. 38(6), pp. 784 - 797. https://doi.org/10.1177/0146167212436611
Measuring emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ)
Pekrun, Reinhard, Goetz, Thomas, Frenzel, Anne C., Barchfeld, Petra and Perry, Raymond P.. (2011). Measuring emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology. 36(1), pp. 36 - 48. https://doi.org/10.1016/j.cedpsych.2010.10.002
Read-out of emotional information from iconic memory: The longevity of threatening stimuli
Kuhbandner, Christof, Spitzer, Bernhard and Pekrun, Reinhard. (2011). Read-out of emotional information from iconic memory: The longevity of threatening stimuli. Psychological Science. 22(5), pp. 695 - 700. https://doi.org/10.1177/0956797611406445
Students' emotions and academic engagement: Introduction to the special issue
Linnenbrink-Garcia, Lisa and Pekrun, Reinhard. (2011). Students' emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology. 36(1), pp. 1 - 3. https://doi.org/10.1016/j.cedpsych.2010.11.004
Students' emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes
Dettmers, Swantje, Trautwein, Ulrich, Ludtke, Oliver, Goetz, Thomas, Frenzel, Anne C. and Pekrun, Reinhard. (2011). Students' emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. Contemporary Educational Psychology. 36(1), pp. 25 - 35. https://doi.org/10.1016/j.cedpsych.2010.10.001
A 3 × 2 achievement goal model
Elliot, Andrew J., Murayama, Kou and Pekrun, Reinhard. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology. 103(3), pp. 632 - 648. https://doi.org/10.1037/a0023952
Teacher enthusiasm: Dimensionality and context specificity
Kunter, Marieke, Frenzel, Anne C., Nagy, Gabriel, Baumert, Jurgen and Pekrun, Reinhard. (2011). Teacher enthusiasm: Dimensionality and context specificity. Contemporary Educational Psychology. 36(4), pp. 289 - 301. https://doi.org/10.1016/j.cedpsych.2011.07.001
Always look on the broad side of life: Happiness increases the breadth of sensory memory
Kuhbandner, Christof, Lichtenfeld, Stephanie and Pekrun, Reinhard. (2011). Always look on the broad side of life: Happiness increases the breadth of sensory memory. Emotion. 11(4), pp. 958 - 964. https://doi.org/10.1037/a0024075