Reinhard Pekrun
Ludwig Maximilian University of Munich
Developmental psychologyMathematics educationPsychologyCognitionCognitive psychologyPedagogyPerceptionSelf-conceptBoredomAngerPrideContext (language use)Academic achievementTest anxietyShameAchievement emotionsCuriosityAffect (psychology)AnxietyStructural equation modelingSocial psychology
343Publications
87H-index
20.4kCitations
Publications 343
Newest
1 CitationsSource
#1Jiesi GuoH-Index: 18
Last. Reinhard PekrunH-Index: 87
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Existing research shows consistent links between boredom and depression, somatic complaints, substance abuse, or obesity and eating disorders. However, comparatively little is known about potential psychological and physical health-related correlates of academic boredom. Evidence for such a relationship can be derived from the literature, as boredom has adverse consequences in both work and achievement-related settings. The present study investigates latent correlations of 1.484 adolescents’ (Ma...
1 CitationsSource
#1Anna-Lena Roos (University of Applied Sciences and Arts Northwestern Switzerland FHNW)H-Index: 2
#2Thomas Goetz (University of Vienna)H-Index: 54
Last. Reinhard Pekrun (LMU: Ludwig Maximilian University of Munich)H-Index: 87
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Test anxiety is a widespread and mostly detrimental emotion in learning and achievement settings. Thus, it is a construct of high interest for researchers and its measurement is an important issue. So far, test anxiety has typically been assessed using self-report measures. However, physiological measures (e.g., heart rate or skin conductance level) have gained increasing attention in educational research, as they allow for an objective and often continuous assessment of students’ physiological ...
5 CitationsSource
#1Maik Bieleke (University of Vienna)H-Index: 9
#2Katarzyna Gogol (University of Konstanz)H-Index: 1
Last. Reinhard Pekrun (ACU: Australian Catholic University)H-Index: 87
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Abstract The Achievement Emotions Questionnaire (AEQ) is a well-established instrument for measuring achievement emotions in educational research and beyond. Its popularity rests on the coverage of the component structure of various achievement emotions across different academic settings. However, this broad conceptual scope requires the administration of 6 to 12 items per scale (Mdn = 10), which limits the applicability of the AEQ in empirical studies that necessitate brief administration times...
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#1David W. Putwain (LJMU: Liverpool John Moores University)H-Index: 24
#2Eva A. Schmitz (UvA: University of Amsterdam)H-Index: 2
Last. Reinhard Pekrun (LMU: Ludwig Maximilian University of Munich)H-Index: 87
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BACKGROUND Appraisals of control and value are proposed as proximal antecedents of achievement emotions, which, in turn, predict achievement. Relatively few studies have investigated how control and value may interact to determine achievement emotions, or subsequent achievement mediated by emotions. AIM To examine whether control, value, and their interaction predicted mathematics test score directly, and indirectly, mediated by three salient achievement emotions: enjoyment, boredom, and anxiety...
7 CitationsSource
#1Herbert W. Marsh (University of Oxford)H-Index: 186
#2Kate M. Xu (OU: Open University)H-Index: 3
Last. Geetanjali Basarkod (ACU: Australian Catholic University)H-Index: 4
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The big-fish-little-pond effect (BFLPE), the negative effect of school-/class-average achievement on academic self-concept, is one of educational psychology’s most universal findings. However, critiques of this research have proposed moderators based on achievement motivation theories. Nevertheless, because these motivational theories are not sufficiently well-developed to provide unambiguous predictions concerning moderation of the BFLPE and underlying social comparison processes, we developed ...
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#1Thomas Goetz (University of Vienna)H-Index: 54
#2Maik Bieleke (University of Vienna)H-Index: 9
Last. Reinhard Pekrun (LMU: Ludwig Maximilian University of Munich)H-Index: 87
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Abstract Relationship quality and emotional experience are both important constructs in learning environments but the question of how they are linked requires more attention in empirical research. We hypothesized reciprocal associations between student-teacher relationship quality (i.e., interpersonal closeness) and students' emotions in the classroom (i.e., enjoyment, pride, anxiety, anger, boredom, and shame). Data from a two-wave longitudinal study with annual assessments in grade 10 (Time 1)...
4 CitationsSource
#1Kristina LodererH-Index: 7
#2Reinhard PekrunH-Index: 87
Last. Sandra SchubertH-Index: 1
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#1Jesus Camacho-Morles (University of Melbourne)H-Index: 2
#2Gavin R. Slemp (University of Melbourne)H-Index: 8
Last. Lindsay G. Oades (University of Melbourne)H-Index: 35
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Achievement emotions are emotions linked to academic, work, or sports achievement activities (activity emotions) and their success and failure outcomes (outcome emotions). Recent evidence suggests that achievement emotions are linked to motivational, self-regulatory, and cognitive processes that are crucial for academic success. Despite the importance of these emotions, syntheses of empirical findings investigating their relation with student achievement are scarce. We broadly review the literat...
5 CitationsSource