Literaturnachweis - Detailanzeige
Autor/inn/en | Pekrun, Reinhard; Lichtenfeld, Stephanie; Marsh, Herbert W.; Murayama, Kou; Goetz, Thomas |
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Titel | Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects |
Quelle | In: Child Development, 88 (2017) 5, S.1653-1670 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-3920 |
DOI | 10.1111/cdev.12704 |
Schlagwörter | Academic Achievement; Longitudinal Studies; Emotional Development; Mathematics Achievement; Structural Equation Models; Gender Differences; Socioeconomic Status; Prediction; Intelligence; Track System (Education); Emotional Response; Elementary School Students; Secondary School Students; Foreign Countries; Positive Attitudes; Negative Attitudes; Germany Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Gefühlsbildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Vorhersage; Intelligenz; Klugheit; Leistungsgruppe; Leistungsdifferenzierung; Emotionales Verhalten; Sekundarschüler; Ausland; Negative Fixierung; Deutschland |
Abstract | A reciprocal effects model linking emotion and achievement over time is proposed. The model was tested using five annual waves of the Project for the Analysis of Learning and Achievement in Mathematics (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 socioeconomic 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. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |