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Reinhard Pekrun
Ludwig Maximilian University of Munich
Developmental psychologyPsychologyBoredomAcademic achievementSocial psychology
321Publications
61H-index
16.4kCitations
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Publications 323
Newest
#1Kaiqi Shao (Hangzhou Dianzi University)
#2Reinhard Pekrun (LMU: Ludwig Maximilian University of Munich)H-Index: 61
Last. Kristina Loderer (University of Augsburg)H-Index: 1
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Abstract Based on control-value theory (CVT), this study (N = 550 Chinese university students) examined relations between control-value appraisals, subsequent achievement emotions, and resulting performance in foreign language (FL) learning. The results show that perceived control and value related positively to positive emotions (enjoyment, hope, pride) and FL performance, and negatively to negative emotions (anger, anxiety, shame, hopelessness, boredom). Control and value interacted in predict...
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#1David W. Putwain (LJMU: Liverpool John Moores University)H-Index: 22
#2Eva A. Schmitz (UvA: University of Amsterdam)H-Index: 1
Last. Reinhard Pekrun (LMU: Ludwig Maximilian University of Munich)H-Index: 61
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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...
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#1Anne C. Frenzel (LMU: Ludwig Maximilian University of Munich)H-Index: 29
#2Daniel Fiedler (LMU: Ludwig Maximilian University of Munich)
Last. Reinhard Pekrun (LMU: Ludwig Maximilian University of Munich)H-Index: 61
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Testing assumptions proposed by Frenzel’s reciprocal model of teacher emotions (e.g., Frenzel, 2014), this study explored relations between teachers’ appraisals concerning the attainment and importance of their teaching goals and their emotions. Specifically, we addressed teachers’ goals of high student performance, motivation, discipline, and high-quality teacher-student relationship and three key discrete emotions, namely enjoyment, anger, and anxiety during teaching. N = 244 secondary school ...
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#1Elisabeth Vogl (LMU: Ludwig Maximilian University of Munich)H-Index: 4
#2Reinhard Pekrun (LMU: Ludwig Maximilian University of Munich)H-Index: 61
Last. Kristina Loderer (LMU: Ludwig Maximilian University of Munich)H-Index: 4
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Some epistemic emotions, such as surprise and curiosity, have attracted increasing scientific attention, whereas others, such as confusion, have yet to receive the attention they deserve. In addition, little is known about the interrelations of these emotions, their joint antecedents and outcomes, and how they differ from other emotions prompted during learning and knowledge generation (e.g., achievement emotions). In three studies (Ns = 102, 373, 125) using a trivia task with immediate feedback...
5 CitationsSource
#1Kristina Loderer (University of Augsburg)H-Index: 1
#1Kristina Loderer (LMU: Ludwig Maximilian University of Munich)H-Index: 4
Last. Reinhard Pekrun (ACU: Australian Catholic University)H-Index: 1
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Verifying that conceptualisations of emotions are consistent across languages and cultures is a critical precondition for meaningful cross-cultural research on emotional experience. For achievement-related emotions tied to successes or failures, such evidence is virtually non-existent. To address this gap, we compared Canadian, German, Colombian, and Chinese university students' (NTotal = 126) perceptions of affective, cognitive, motivational, physiological, and expressive characteristics of 16 ...
1 CitationsSource
#1Reinhard Pekrun (ACU: Australian Catholic University)H-Index: 61
Self-report is required to assess mental states in nuanced ways. By implication, self-report is indispensable to capture the psychological processes driving human learning, such as learners’ emotions, motivation, strategy use, and metacognition. As shown in the contributions to this special issue, self-report related to learning shows convergent and predictive validity, and there are ways to further strengthen its power. However, self-report is limited to assess conscious contents, lacks tempora...
3 CitationsSource
#1Reinhard PekrunH-Index: 1
#1Reinhard PekrunH-Index: 61
Last. Kristina LodererH-Index: 4
view all 2 authors...
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#1Reinhard PekrunH-Index: 1
#1Reinhard PekrunH-Index: 61
Last. Kristina LodererH-Index: 1
view all 2 authors...
Source
Expectancy-value theory (EVT) is a popular framework to understand and improve students’ motivation. Unfortunately, limited research has verified whether EVT predictions generalize to students with low levels of cognitive ability. This study relies on Grade 5 and 8 data from 177 students with low levels of cognitive ability and a matched sample of 177 students with average to high cognitive ability from the German ‘Project for the Analysis of Learning and Achievement in Mathematics’. Results sho...
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#1Herbert W. Marsh (University of Oxford)H-Index: 129
#2Phillip David Parker (ACU: Australian Catholic University)H-Index: 14
Last. Geetanjali Basarkod (ACU: Australian Catholic University)H-Index: 2
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2 CitationsSource
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