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Achievement emotions and academic performance: longitudinal models of reciprocal effects

Pekrun, R., Lichtenfeld, S., Marsh, H., W., Murayama, K. and Goetz, T. (2017) Achievement emotions and academic performance: longitudinal models of reciprocal effects. Child Development, 88 (5). pp. 1653-1670. ISSN 0009-3920

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To link to this item DOI: 10.1111/cdev.12704

Abstract/Summary

A reciprocal effects model linking emotion and achievement over time is proposed. The model was tested using five annual waves of the 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 socio-economic 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.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology
Faculty of Life Sciences > School of Psychology and Clinical Language Sciences > Development
ID Code:65981
Publisher:Wiley-Blackwell

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