Reciprocal relations between students' academic enjoyment, boredom, and achievement over time
TLDR
In this article, the authors examined how achievement emotions predict subsequent achievement and found that higher enjoyment and lower boredom predicted greater subsequent academic achievement and, in turn, greater academic achievement predicted subsequent greater enjoyment and higher boredom.About:
This article is published in Learning and Instruction.The article was published on 2017-09-01 and is currently open access. It has received 117 citations till now. The article focuses on the topics: Academic achievement & Boredom.read more
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The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement
Yinxing Jin,Lawrence Jun Zhang +1 more
TL;DR: The authors investigated the dimensions underneath the construct of foreign language classroom enjoyment and explored the pattern in which these enjoyment dimensions affect foreign language achievement and found that enjoyment of teacher and student support had a direct effect on English achievement.
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Activity Achievement Emotions and Academic Performance: A Meta-analysis
Jesus Camacho-Morles,Gavin R. Slemp,Reinhard Pekrun,Reinhard Pekrun,Reinhard Pekrun,Kristina Loderer,Hanchao Hou,Lindsay G. Oades +7 more
TL;DR: A meta-analytical review of the literature on achievement emotions with a focus on activity-related emotions including enjoyment, anger, frustration, and boredom, and their links to educational outcomes is presented in this paper.
Between- and Within-Domain Relations of Students' Academic Emotions
TL;DR: This article investigated between-and within-domain relations of academic emotions, including students' enjoyment, pride, anxiety, anger, and boredom experienced in mathematics, physics, German, and English classes (N = 542; Grades 8 and 11).
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Investigating the Influence of Interaction on Learning Persistence in Online Settings: Moderation or Mediation of Academic Emotions?
TL;DR: This study investigates the relationship between students’ interaction and learning persistence from the perspective of moderation and mediation of academic emotions including enjoyment, boredom, and anxiety to reveal that students” interaction and academic emotions directly related to learning persistence.
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Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants
Sara Caviola,Sara Caviola,Enrico Toffalini,David Giofrè,Jessica Mercader Ruiz,Dénes Szűcs,Irene C. Mammarella +6 more
TL;DR: The relationship between anxiety and mathematics has often been investigated in the literature as discussed by the authors, with various forms of anxiety consistently being associated with various aspects of mathematics, including test anxiety and math anxiety.
References
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Model Selection and Multimodel Inference: A Practical Information-Theoretic Approach
TL;DR: The second edition of this book is unique in that it focuses on methods for making formal statistical inference from all the models in an a priori set (Multi-Model Inference).
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In Search of Golden Rules: Comment on Hypothesis-Testing Approaches to Setting Cutoff Values for Fit Indexes and Dangers in Overgeneralizing Hu and Bentler's (1999) Findings
TL;DR: Hu and Bentler as mentioned in this paper proposed a more rigorous approach to evaluating decision rules based on GOF indexes and, on this basis, proposed new and more stringent cutoff values for many indexes.
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Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research
TL;DR: In this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom were developed.
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The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice
TL;DR: The control-value theory of achievement emotions as discussed by the authors is based on the premise that appraisals of control and values are central to the arousal of achievement emotion, including activity-related emotions such as enjoyment, frustration, and boredom experienced at learning, as well as outcome emotions relating to success or failure.
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Statistical Methods for Comparing Regression Coefficients Between Models
TL;DR: In this paper, the authors compare regression coefficients between models in the setting where one of the models is nested in the other, and propose fundamental change in strategies for model comparison in social research as well as modifications in the presentation of results from regression or regression-type models.