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Achievement emotions and academic performance : Longitudinal models of reciprocal effects
Pekrun, Reinhard Lichtenfeld, Stephanie Marsh, Herbert W. Murayama, Kou Goetz, Thomas
Pekrun, Reinhard
Lichtenfeld, Stephanie
Marsh, Herbert W.
Murayama, Kou
Goetz, Thomas
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.
Keywords
achievement emotion, anxiety, academic achievement, mathematics achievement, control-value theory
Date
2017
Type
Journal article
Journal
Child Development
Book
Volume
88
Issue
5
Page Range
1653-1670
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
Published as green open access
License
File Access
Controlled
Open
Open