Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects

Autor/inn/en	Pekrun, Reinhard; Lichtenfeld, Stephanie; Marsh, Herbert W.; Murayama, Kou; Goetz, Thomas
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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