Lichtenfeld, Stephanie

Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects

Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017) · Child Development

Education, Achievement, and GiftednessEarly Childhood Education and Development

Cited by 1,091

Predicting Long-Term Growth in Students' Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies

Murayama, K., Pekrun, R., Lichtenfeld, S., & vom Hofe, R. (2013) · Child Development

Education, Achievement, and GiftednessMathematics Education and Pedagogy

Cited by 374

Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.

Arens, A. K., Marsh, H. W., Pekrun, R., Lichtenfeld, S., Murayama, K., & vom Hofe, R. (2017) · Journal of Educational Psychology

Education, Achievement, and GiftednessSchool Choice and Performance

Cited by 140

Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept.

Marsh, H. W., Pekrun, R., Lichtenfeld, S., Guo, J., Arens, A. K., & Murayama, K. (2016) · Developmental Psychology

Education, Achievement, and GiftednessGrit, Self-Efficacy, and Motivation

Cited by 126

Enjoyment, Boredom, Anxiety in Elementary Schools in Two Domains: Relations With Achievement

Raccanello, D., Brondino, M., Moè, A., Stupnisky, R., & Lichtenfeld, S. (2019) · The Journal of Experimental Education

Education, Achievement, and GiftednessEarly Childhood Education and Development

Cited by 116