Reinhard Pekrun

Q: What Schools Are Affiliated With Reinhard Pekrun

Reinhard Pekrun is affiliated with the following schools: University of Essex, Stony Brook University, Ludwig Maximilian University of Munich, University of Regensburg, Australian Catholic University

Reinhard Pekrun's AcademicInfluence.com Rankings

Reinhard Pekrun

Psychology

#1270

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#1559

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Psychology

Why Is Reinhard Pekrun Influential?

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According to Wikipedia, Reinhard Pekrun is a psychological scientist and educational researcher best known for his research on achievement emotions. He is a professor at the University of Essex, United Kingdom, and a professorial fellow at the Institute for Positive Psychology and Education, Australian Catholic University, Sydney.

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Reinhard Pekrun's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research (2002) (2911)
The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice (2006) (2835)
Measuring emotions in students learning and performance: The Achievement Emotions Questionnaire (AE (2011) (1372)
Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance. (2009) (1038)
The Control-Value Theory of Achievement Emotions: An Integrative Approach to Emotions in Education (2007) (919)
International handbook of emotions in education. (2014) (831)
Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. (2010) (787)
Achievement goals and discrete achievement emotions : A theoretical model and prospective test (2006) (776)
Academic Emotions and Student Engagement (2012) (635)
A 3 × 2 achievement goal model (2011) (619)
The impact of emotions on learning and achievement : towards a theory of cognitive/motivational mediators (1992) (574)
Emotional transmission in the classroom : exploring the relationship between teacher and student enjoyment (2009) (572)
Confusion can be beneficial for learning. (2014) (553)
Emotion in Education (2007) (482)
Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects. (2017) (446)
Academic Control and Action Control in the Achievement of College Students: A Longitudinal Field Study. (2001) (419)
Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics (2007) (414)
Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms. (2007) (409)
Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context (2010) (397)
A Social-Cognitive, Control-Value Theory of Achievement Emotions (2000) (394)
Control-Value Theory of Achievement Emotions (2014) (383)
Students emotions and academic engagement: Introduction to the special issue (2011) (357)
Academic emotions from a social-cognitive perspective: antecedents and domain specificity of students' affect in the context of Latin instruction. (2006) (354)
Between- and within-domain relations of students' academic emotions. (2007) (333)
Do Girls Really Experience More Anxiety in Mathematics? (2013) (315)
Beyond test anxiety: Development and validation of the test emotions questionnaire (TEQ) (2004) (300)
A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. (2009) (296)
Individual Differences in Achievement Goals: A Longitudinal Study of Cognitive, Emotional, and Achievement Outcomes. (2008) (292)
Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment (2006) (286)
Predicting long-term growth in students' mathematics achievement: the unique contributions of motivation and cognitive strategies. (2013) (284)
Boredom and academic achievement: Testing a model of reciprocal causation (2014) (266)
Teacher enthusiasm: Dimensionality and context specificity (2011) (263)
Achievement Emotions: A Control-Value Approach (2010) (252)
Positive emotions in education. (2002) (244)
The power of anticipated feedback: Effects on students' achievement goals and achievement emotions (2014) (226)
Attentional resource allocation to emotional events: An ERP study (2003) (215)
Gender Differences in Gifted and Average-Ability Students (2008) (210)
Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES) (2016) (207)
Advances in test anxiety research (2004) (205)
Types of boredom: An experience sampling approach (2014) (205)
Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations (2012) (202)
The Domain Specificity of Academic Emotional Experiences (2006) (193)
The Murky Distinction Between Self-Concept and Self-Efficacy: Beware of Lurking Jingle-Jangle Fallacies (2019) (188)
Students emotions during homework in mathematics: Testing a theoretical model of antecedents and ac (2011) (188)
Progress and open problems in educational emotion research (2005) (185)
The Effect of Red on Avoidance Behavior in Achievement Contexts (2009) (185)
Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education (2014) (178)
Emotion Transmission in the Classroom Revisited: A Reciprocal Effects Model of Teacher and Student Enjoyment (2017) (175)
The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning (2015) (160)
Measuring emotions during epistemic activities: the Epistemically-Related Emotion Scales (2017) (160)
Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes (2012) (159)
Adaptive Motivation and Emotion in Education (2016) (152)
Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES) (2012) (149)
Achievement Emotions in Germany and China (2007) (142)
A Hierarchical Conceptualization of Enjoyment in Students. (2006) (140)
Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment (2005) (138)
Emotions as Drivers of Learning and Cognitive Development (2011) (133)
An Integrated Model of Academic Self-Concept Development: Academic Self-Concept, Grades, Test Scores, and Tracking Over 6 Years (2017) (127)
Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments (2018) (125)
Perceived control and emotions: interactive effects on performance in achievement settings (2008) (120)
Students' Emotions, Physiological Reactions, and Coping in Academic Exams (2002) (118)
Emotion Regulation in Achievement Situations: An Integrated Model (2019) (112)
Research Practices That Can Prevent an Inflation of False-Positive Rates (2014) (112)
Emotions and motivation in mathematics education: theoretical considerations and empirical contributions (2017) (111)
Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach (2016) (105)
Reciprocal relations between students' academic enjoyment, boredom, and achievement over time (2017) (104)
Beyond quantitative decline: conceptual shifts in adolescents' development of interest in mathematics. (2012) (102)
Emotions and Motivation in Learning and Performance (2014) (101)
Emotion and Achievement During Adolescence (2017) (101)
Emotions, learning and achievement from an educational-psychological perspective (2003) (97)
Emotions at School (2017) (96)
Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect (2016) (94)
The Role of the Situation Model in Mathematical Modelling—Task Analyses, Student Competencies, and Teacher Interventions (2010) (94)
Emotion in the Hierarchical Model of Approach-Avoidance Achievement Motivation (2007) (94)
Where Do We Go from Here? Implications and Future Directions for Inquiry on Emotions in Education (2007) (93)
Fertile Green (2012) (93)
Introduction to Emotion in Education (2007) (89)
Emotions in classroom language learning: What can we learn from achievement emotion research? (2019) (87)
Teachers’ emotions and emotion management: integrating emotion regulation theory with emotional labor research (2016) (86)
Emotional experiences during test taking : does cognitive ability make a difference? (2007) (85)
Development of mathematical competencies in adolescence : the PALMA longitudinal study (2007) (83)
Teaching This Class Drives Me Nuts! - Examining the Person and Context Specificity of Teacher Emotions (2015) (82)
Attachment working models as unconscious structures: An experimental test (2004) (79)
Exploring Teacher Emotions: A Literature Review and an Experience Sampling Study (2014) (79)
Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis (2018) (75)
The Achievement Emotions Questionnaire: Validation for Pre-Adolescent Students (2015) (75)
Math Self-Concept, Grades, and Achievement Test Scores: Long-Term Reciprocal Effects Across Five Waves and Three Achievement Tracks (2017) (75)
Surprised-curious-confused: Epistemic emotions and knowledge exploration. (2019) (75)
Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept. (2016) (74)
Emotions and Emotion Regulation in Academic Settings (2015) (74)
Exploring the relations between epistemic beliefs, emotions, and learning from texts (2017) (72)
Self-Report Measures of Academic Emotions (2014) (71)
Achievement Emotions in Germany and China : A Cross-Cultural Validation of the Academic Emotions Questionnaire-Mathematics (AEQ-M) (2007) (69)
Don't aim too high for your kids: Parental overaspiration undermines students' learning in mathematics. (2016) (69)
The semantic red effect: Processing the word red undermines intellectual performance (2009) (66)
Joint effects of emotion and color on memory. (2013) (66)
Goals, Emotions, and Emotion Regulation: Perspectives of the Control-Value Theory (2009) (66)
Achievement Emotions in Higher Education (2010) (66)
Attachment state of mind and perceptual processing of emotional stimuli (2005) (64)
The role of positive and negative affect in the “mirroring” of other persons' actions (2010) (62)
Activity Achievement Emotions and Academic Performance: A Meta-analysis (2021) (62)
Emotions and Learning. Educational Practices Series-24. (2014) (61)
The structure of students' emotions experienced during a mathematical achievement test (2005) (61)
Context specificity of implicit preferences: the case of human preference for red. (2009) (57)
Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis (2020) (56)
Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: a control-value approach (2015) (56)
Goal Orientation and Self-Regulated Learning in the College Classroom: A Cross-Cultural Comparison (2001) (53)
Attribution-Based Treatment Interventions in Some Achievement Settings (2014) (51)
Global and local perspectives on human affect: Implications of the control-value theory of achievement emotions. (2009) (51)
Happy fish in little ponds: Testing a reference group model of achievement and emotion. (2019) (50)
How do you make me feel better? Social cognitive emotion regulation and the default mode network (2016) (50)
Expectancy–Value Theory of Anxiety: Overview and Implications (2019) (48)
Directionality of affective priming: effects of trait anxiety and activation level. (2003) (48)
Exploring Teacher Emotions (2014) (47)
Emotional intelligence in the context of learning and achievement (2005) (46)
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 (2017) (46)
Negative affect improves the quality of memories: trading capacity for precision in sensory and working memory. (2014) (45)
Self-Report is Indispensable to Assess Students’ Learning (2020) (45)
Expectancy of success, attainment value, engagement, and Achievement: A moderated mediation analysis (2019) (43)
The Role of Awareness in Attitude Formation Through Evaluative Conditioning (2014) (41)
Internal/external frame of reference model (2015) (41)
Test Anxiety and Physiological Arousal: A Systematic Review and Meta-Analysis (2020) (41)
Why do children worry about their academic achievement? An expectancy-value perspective on elementary students’ worries about their mathematics and reading performance (2017) (41)
Effects of School-Average Achievement on Individual Self-Concept and Achievement: Unmasking Phantom Effects Masquerading as True Compositional Effects (2018) (41)
Effects of mood on the speed of conscious perception: behavioural and electrophysiological evidence. (2009) (39)
Arithmetic tasks in different formats and their influence on behavior and brain oxygenation as assessed with near-infrared spectroscopy (NIRS): a study involving primary and secondary school children (2009) (37)
Surprise, Curiosity, and Confusion Promote Knowledge Exploration: Evidence for Robust Effects of Epistemic Emotions (2019) (37)
New faculty members' emotions: a mixed-method study† (2016) (35)
Changes in cortical blood oxygenation during arithmetical tasks measured by near-infrared spectroscopy (2009) (35)
Emotions in Students’ Scholastic Development (2007) (34)
The role of achievement emotions in primary school mathematics: Control-value antecedents and achievement outcomes. (2020) (34)
Emotions in medical education: Examining the validity of the Medical Emotion Scale (MES) across authentic medical learning environments (2018) (34)
Read-Out of Emotional Information From Iconic Memory (2011) (33)
Test Anxiety and Academic Achievement (2001) (32)
Emotion Regulation in Education: Conceptual Foundations, Current Applications, and Future Directions (2014) (31)
Inquiry on emotions in higher education: progress and open problems (2019) (31)
The AEQ-S: A short version of the Achievement Emotions Questionnaire (2021) (31)
Running Head: FERTILE GREEN 1 Fertile green: Green facilitates creative performance (2018) (31)
Transforming Students’ Lives With Social and Emotional Learning (2014) (31)
Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. (2020) (31)
To be bored or not to be bored: How task-related boredom influences creative performance (2018) (30)
Psychological Comparison Processes and Self–Concept in Relation to Five Distinct Frame–Of–Reference Effects: Pan–Human Cross–Cultural Generalizability over 68 Countries (2020) (30)
Exploring the antecedents and consequences of epistemic emotions (2019) (29)
Achievement Emotions (2022) (29)
Understanding and measuring emotions in technology-rich learning environments (2019) (28)
The Impact of Emotions on Student Achievement in Synchronous Hybrid Business and Public Administration Programs: A Longitudinal Test of Control-Value Theory. (2016) (28)
Introduction to Emotions in Education (2014) (27)
Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions (2021) (27)
The influence of red on impression formation in a job application context (2013) (26)
Who Enjoys Teaching, and When? Between- and Within-Person Evidence on Teachers’ Appraisal-Emotion Links (2020) (25)
Social Support, Achievement Evaluations, and Self-Concepts in Adolescence (1990) (24)
The Paradoxical Role of Perceived Control in Late Life Health Behavior (2016) (24)
Main and moderator effects of refutation on task value, epistemic emotions, and learning strategies during conceptual change☆ (2018) (24)
Bringing brain imaging to the school to assess arithmetic problem solving: chances and limitations in combining educational and neuroscientific research (2010) (24)
A motivation perspective on achievement appraisals, emotions, and performance in an online learning environment (2021) (24)
An Attribution-Based Motivation Treatment for Low Control Students Who Are Bored in Online Learning Environments (2017) (24)
Using persuasive refutation texts to prompt attitudinal and conceptual change. (2020) (23)
The Murky Distinction Between Curiosity and Interest: State of the Art and Future Prospects (2019) (23)
Implicit Motives, Affect, and the Development of Competencies: A Virtuous-Circle Model of Motive-Driven Learning (2014) (22)
Emotions that Matter to Achievement: Student Feelings about Assessment (2016) (22)
Anxiety and motivation in achievement settings: towards a systems-theoretical approach (1988) (21)
Always look on the broad side of life: happiness increases the breadth of sensory memory. (2011) (21)
Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis. (2021) (21)
Emotional Intelligence in Education: From Pop to Emerging Science (2014) (21)
Using Self-Report to Assess Emotions in Education (2016) (20)
Weiner’s attribution theory: Indispensable—but is it immune to crisis? (2018) (19)
The Emotions of Pretenure Faculty: Implications for Teaching and Research Success (2019) (18)
Overcoming fixed mindsets: The role of affect (2014) (17)
Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students (2019) (17)
Faculty enjoyment, anxiety, and boredom for teaching and research: instrument development and testing predictors of success (2019) (17)
A social cognitive, control-value theory of academic emotions : Social antecedents of school student’s domain-related emotions and their impact on learning and achievement (2002) (16)
Relative incidence and origins of achievement emotions in computer-based collaborative problem-solving: A control-value approach (2019) (16)
Affective State Influences Retrieval-Induced Forgetting for Integrated Knowledge (2013) (14)
Effects of achievement contexts on the meaning structure of emotion words (2018) (14)
Differential binding of colors to objects in memory: red and yellow stick better than blue and green (2015) (14)
Do positive illusions of control foster happiness? (2019) (13)
Girls and mathematics : A hopeless issue? An analysis of girls’ and boys’ emotional experiences in mathematics (2005) (12)
Promotion of mental health in young adults via mobile phone app: study protocol of the ECoWeB (emotional competence for well-being in Young adults) cohort multiple randomised trials (2020) (12)
Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 societies. (2021) (11)
Moderation of the Big-Fish-Little-Pond Effect: Juxtaposition of Evolutionary (Darwinian-Economic) and Achievement Motivation Theory Predictions Based on a Delphi Approach (2021) (11)
Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable (2021) (10)
Research on situated motivation and emotion: Progress and open problems (2022) (10)
The Influence of Culture on Emotions: Implications for Education (2014) (9)
Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson: An experience-sampling study. (2021) (9)
Are concepts of achievement-related emotions universal across cultures? A semantic profiling approach (2020) (8)
The Achievement Pride Scales (APS) (2018) (7)
Boredom Makes Me Sick: Adolescents’ Boredom Trajectories and Their Health-Related Quality of Life (2021) (7)
Paradoxical Effects of Perceived Control on Survival (2018) (7)
Emotions and Learning from Multiple Representations and Perspectives (2020) (7)
A three-dimensional taxonomy of achievement emotions. (2023) (7)
Development of mathematics interest in adolescence : Quantitative and qualitative insights (2009) (7)
Excessive boredom among adolescents: A comparison between low and high achievers (2020) (7)
AM last page. Using control-value theory to understand achievement emotions in medical education. (2014) (7)
School grades and students’ emotions: Longitudinal models of within-person reciprocal effects (2022) (6)
Emotions in Reading and Learning from Texts: Progress and Open Problems (2021) (6)
Epistemic Emotions and Metacognitive Feelings (2021) (6)
Measuring Enjoyment, Anger, and Anxiety During Teaching : Development and Validation of the Teaching Emotions Scales (TES) (2015) (6)
Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives (2022) (6)
Caregiving Influences on Emotion Regulation: Educational Implications of a Biobehavioral Perspective (2014) (6)
Affect influences feature binding in memory: Trading between richness and strength of memory representations. (2016) (5)
The baby and the bathwater: On the need for substantive–methodological synergy in organizational research (2021) (4)
Types of boredom: An experience sampling approach Thomas GoetzAnne C. FrenzelNathan C. Hall • Ulrike E. NettReinhard PekrunAnastasiya A. Lipnevich (2014) (4)
Students' emotions, physiological reactions, and coping at exams (2002) (4)
Emotions That Matter to Achievement (2016) (4)
Achievement emotions and elementary school children’s academic performance: Longitudinal models of developmental ordering. (2022) (4)
Girls and Mathematics : A Hopeless Issue? ; An Analysis of Girls and Boys Emotions in Mathematics (2005) (4)
Emotions and Learning; Educational practices series; Vol.:24; 2014 (2014) (4)
The dynamic experience of taking an examination: Ever changing cortisol and expectancy for success. (2022) (3)
Affective and motivational processes when approaching an exam: Contrasting inter-individual and intra-individual Perspectives (1996) (3)
Functions for Learning and Achievement (2017) (3)
Memory suppression can help people “unlearn” behavioral responses—but only for nonemotional memories (2014) (3)
Control-Value Theory and Students  with Special Needs (2020) (3)
Achievement Emotions Questionnaire--Elementary School (2013) (3)
Self-Concepts: Educational Aspects (2001) (3)
Control-Value Theory of Academic Emotions : How Classroom and Individual Factors Shape Students Affect (2006) (3)
Priming the trait category “hostility”: The moderating role of trait anxiety (2007) (3)
The Hierarchical Structure of School Students’ domain-specific Self-concept and Emotions (2003) (2)
Teacher and Student Enjoyment (2008) (2)
Running head : CONFUSION AND LEARNING 1 Confusion Can Be Beneficial for Learning (2012) (2)
Consumed by Boredom: Food Choice Motivation and Weight Changes during the COVID-19 Pandemic (2022) (2)
Emotions, self-regulated learning, and academic achievement : Testing a model of Reciprocal Causation (2004) (2)
Measuring emotions in mathematics: the Achievement Emotions Questionnaire—Mathematics (AEQ-M) (2022) (2)
Control-value theory of academic emotions : Implications for the motivational determinants of students’ emotions in the domain of mathematics and statistics (2003) (2)
Overcoming Limitations in Peer-Victimization Research That Impede Successful Intervention: Challenges and New Directions. (2022) (2)
Errors, Freezes, and Crashes : How College Students Deal With Computer Problems Through Primary and Secondary Control (2005) (1)
Classroom environment, academic achievement, and students' emotions : Multi-level implications of control-value theory (2006) (1)
Corrigendum: Flattening the COVID-19 curve: Emotions mediate the effects of a persuasive message on preventive action (2023) (1)
Mind and body in students' and teachers' engagement: New evidence, challenges, and guidelines for future research. (2023) (1)
Academic Control Scale (2015) (1)
An Integrative Review of Cross-National Comparisons of Verbal, Relational, and Physical Peer Victimization: Gender Differences, Paradoxical Anti-Bullying Attitudes, and Well-Being (2021) (1)
Emotions and motivation in mathematics education: Where we are today and where we need to go (2023) (1)
Antecedents and the Effects of Teacher Enjoyment and Anger : Results From a Quantitative Research Study (2006) (1)
The role of epistemic emotions in undergraduate students’ proof construction (2022) (1)
Boredom in academic settings (2012) (1)
Emotions in coping with academic challenges : Educational implications of the control-value theory of achievement emotions (2002) (1)
Applying control-value theory for examining multiple emotions in L2 classrooms: Validating the Achievement Emotions Questionnaire – Second Language Learning (2023) (1)
Achievement Goals Measure (2014) (1)
Can Multiple Texts Prompt Causal Thinking? The Role of Epistemic Emotions (2022) (1)
Emotions and motivation in mathematics education: theoretical considerations and empirical contributions (2017) (1)
Development of Mathematics Interest in German Adolescents : Influences of Gender, Family and School Context (2009) (1)
The Role of Emotion in Engagement, Coping, and the Development of Motivational Resilience (2014) (1)
Neuroscientific Contributions to Understanding and Measuring Emotions in Educational Contexts (2014) (1)
Exploring Relationships between Teacher Emotions and Teaching Quality (2011) (1)
Contents Vol. 52, 2009 (2009) (0)
The influence of red on impression formation in a job application context (2012) (0)
The big-fish-little-pond effect in the context oft emotional experiences : A longitudinal multilevel analysis perspective (2004) (0)
Primary and secondary control in the classroom : Implications for academic development in college students (2004) (0)
Memory suppression can help people “unlearn” behavioral responses—but only for nonemotional memories (2013) (0)
Effects of physical context change and perceptual learning on generalization (2013) (0)
Implications for Practice (2017) (0)
Achievement Pride Scales (2018) (0)
Social Climate in Schools (2008) (0)
Attainment value protects performance against low expectancy of success (2018) (0)
Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations (2011) (0)
Students’ academic emotions and the avoidance of effort (2001) (0)
“Math scares me, but English is fun!” : The domain specificity of academic emotional experiences (2006) (0)
Students’ academic emotions and their flow experiences, interest, motivation to learn, and engagement in academic tasks (2003) (0)
Boredom at school : Antecedents, outcomes, and coping strategies (2015) (0)
Governing Board Symposium: Cognitive Science and the Learning Sciences (2012) (0)
Classroom and Homework Emotion Scales (2014) (0)
Flattening the COVID-19 curve: Emotions mediate the effects of a persuasive message on preventive action (2022) (0)
Students’ emotional well-being when taking exams : contrasting intraindividual and interindividual perspectives (2014) (0)
Do Intelligent Students Feel Better in Testing Situations? : Emotional Experiences of Different Ability Groups during an Academic Achievement Test (2007) (0)
Teachers’ emotions and emotion management: integrating emotion regulation theory with emotional labor research (2016) (0)
Peer Victimization: an Integrative Review and Cross-National Test of a Tripartite Model (2023) (0)
Origins, Regulation, and Development of Emotions (2017) (0)
Emotions, motivation and learning behavior when reaching an exam - a view from inter- and intraindividual perspectives (1997) (0)
Changing motivational tendencies: The longevity of approach habits: (527772014-002) (2015) (0)
CHAPTER 8 POSITIVE EMOTIONS IN EDUCATION (2004) (0)
"Interest? That's When You Really Want to Do Your Homework" : Qualitative and Quantitative Insights Into the Development of Interest in Adolescence (2010) (0)
Students’ emotions, self-regulated learning, and academic achievement : Testing a model of cognitive and motivational mediation (2003) (0)
Achievement Emotions Questionnaire for Pre-Adolescents (2016) (0)
Can Illusions of Control Make Us Happy (2015) (0)
Epistemically-Related Emotion Scales (2018) (0)
Projekt FEEL - DFG Project @ LMU_Munich (2018) (0)
Why do children worry about their academic achievement? An expectancy-value perspective on elementary students’ worries about their mathematics and reading performance (2017) (0)
Dietary Self-Concept Measure (2016) (0)
Exploring the antecedents of students’ academic emotions (2014) (0)
The gender gap in math anxiety : Contradictory findings from trait versus state assessments (2013) (0)
Success and Failure – Achievement-Related Emotions (2016) (0)
Action Control Scale (2015) (0)
Knowing “What Is Science” Boosts Students’ Science Learning Globally (2020) (0)
Memory suppression can help people "unlearn" behavioral responses -- but only for non-emotional memories. Psychonomic Bulletin & Review. (2017) (0)
Too Much of a Good Thing Might Be Bad: the Double-Edged Sword of Parental Aspirations and the Adverse Effects of Aspiration-Expectation Gaps (2023) (0)
Emotions, motivation, and students’ academic achievement : Using structural equations modeling to analyze their dynamic interrelations (2004) (0)
Concepts and Measurement of Emotions (2017) (0)
Mathematics Motivation in Students With Low Cognitive Ability: A Longitudinal Study of Motivation and Relations With Effort, Self-Regulation, and Grades. (2020) (0)
Test anxiety, emotions, and academic achievement (2004) (0)
Assessing Achievement Emotions Across Cultures : Construct Comparability of the German and Chinese Versions of the AEQ-M (2008) (0)
Types of boredom: An experience sampling approach (2013) (0)
C-CASE 2022: Competence to Excellence (2022) (0)
School Leaders’ Self-Efficacy and Job Satisfaction Over Nine Annual Waves: A Substantive-Methodological Synergy Juxtaposing Competing Models of Directional Ordering (2023) (0)
Test Emotions Questionnaire (2014) (0)
The Happy-Fish-Little-Pond Effect on Enjoyment: Generalizability Across Multiple Domains and Countries (2022) (0)
The Function of Epistemic Emotions for Complex Reasoning in Mathematics (2016) (0)
Projekt FEEL - Manual coding of affect 201819 (2018) (0)
Subject Index Vol. 52, 2009 (2009) (0)
Gender differences in mathematically gifted students with respect to math-related achievement, academic self-concept, interests, and motivation (2008) (0)
PALMA – Project for the longitudinal analysis of mathematics achievement : First results of a longitudinal research project (2003) (0)

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What Schools Are Affiliated With Reinhard Pekrun?

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