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 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
URI	https://reading-clone.eprints-hosting.org/id/eprint/65981
Item Type	Article
Refereed	Yes
Divisions	Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology Life Sciences > School of Psychology and Clinical Language Sciences > Development
Publisher	Wiley-Blackwell
Download/View statistics	View download statistics for this item