Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time

Model selection and multimodel inference: a practical information-theoretic approach.

Guthery, F. S., Burnham, K. P., & Anderson, D. R. (2003) · The Journal of Wildlife Management · doi:10.2307/3802723 · Cited by 41,495 · see citing works

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

Marsh, H. W., Hau, K.-T., & Wen, Z. (2004) · Structural Equation Modeling: A Multidisciplinary Journal · doi:10.1207/s15328007sem1103_2 · Cited by 6,691 · see citing works

The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice

Pekrun, R. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9029-9 · Cited by 5,566 · see citing works

Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002) · Educational Psychologist · doi:10.1207/s15326985ep3702_4 · Cited by 3,931 · see citing works

Measuring emotions in students’ learning and performance: the Achievement Emotions Questionnaire (AEQ)

Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2010.10.002 · Cited by 2,248 · see citing works

Statistical Methods for Comparing Regression Coefficients Between Models

Clogg, C. C., Petkova, E., & Haritou, A. (1995) · American Journal of Sociology · doi:10.1086/230638 · Cited by 2,124 · see citing works

International Handbook of Emotions in Education

Allen, V. D., MacCann, C., Matthews, G., & Roberts, R. D. (2014) · Routledge eBooks · doi:10.4324/9780203148211 · Cited by 1,599 · see citing works

The Control-Value Theory of Achievement Emotions

Pekrun, R. H., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007) · Elsevier eBooks · doi:10.1016/b978-012372545-5/50003-4 · Cited by 1,342 · see citing works

Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.

Pekrun, R. H., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010) · Journal of Educational Psychology · doi:10.1037/a0019243 · Cited by 1,239 · see citing works

STEM education K-12: perspectives on integration

English, L. D. (2016) · International Journal of STEM Education · doi:10.1186/s40594-016-0036-1 · Cited by 1,089 · see citing works

What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.

Mega, C., Ronconi, L., & De Beni, R. (2014) · Journal of Educational Psychology · doi:10.1037/a0033546 · Cited by 1,007 · see citing works

Academic self‐concept and academic achievement: Relations and causal ordering

Marsh, H. W., & Martin, A. J. (2011) · British Journal of Educational Psychology · doi:10.1348/000709910x503501 · Cited by 975 · see citing works

Scaled and Adjusted Restricted Tests in Multi-Sample Analysis of Moment Structures

Satorra, A. (2000) · Advanced studies in theoretical and applied econometrics · doi:10.1007/978-1-4615-4603-0_17 · Cited by 878 · see citing works

Academic Optimism of Schools: A Force for Student Achievement

Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006) · American Educational Research Journal · doi:10.3102/00028312043003425 · Cited by 747 · see citing works

New developments in latent variable panel analyses of longitudinal data

Little, T. D., Preacher, K. J., Selig, J. P., & Card, N. A. (2007) · International Journal of Behavioral Development · doi:10.1177/0165025407077757 · Cited by 670 · see citing works

A critique of cross-lagged correlation.

Rogosa, D. (1980) · Psychological Bulletin · doi:10.1037/0033-2909.88.2.245 · Cited by 658 · see citing works

Linear Panel Analysis: Models of Quantitative Change

Narasimhan, V., Phillips, F. Y., Kessler, R. C., & Greenberg, D. F. (1982) · Journal of Marketing Research · doi:10.2307/3151743 · Cited by 642 · see citing works

Self-regulation in early childhood: nature and nurture

(2000) · Choice Reviews Online · doi:10.5860/choice.38-0608 · Cited by 631 · see citing works

The Dilemma of Performance-Approach Goals: The Use of Multiple Goal Contexts to Promote Students' Motivation and Learning.

Linnenbrink, E. A. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.2.197 · Cited by 597 · see citing works

The contribution of personality traits and self‐efficacy beliefs to academic achievement: A longitudinal study

Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2010) · British Journal of Educational Psychology · doi:10.1348/2044-8279.002004 · Cited by 580 · see citing works

Principles and Practice of Scaled Difference Chi-Square Testing

Bryant, F. B., & Satorra, A. (2012) · Structural Equation Modeling A Multidisciplinary Journal · doi:10.1080/10705511.2012.687671 · Cited by 525 · see citing works

Contemporary psychometrics : a festschrift for Roderick P. McDonald

Maydeu‐Olivares, A., & McArdle, J. J. (2005) · Psychology Press eBooks · doi:10.4324/9781410612977 · Cited by 511 · see citing works

Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms

Frenzel, A. C., Pekrun, R. H., & Goetz, T. (2007) · Learning and Instruction · doi:10.1016/j.learninstruc.2007.09.001 · Cited by 486 · see citing works

Achievement Goal Theory and Affect: An Asymmetrical Bidirectional Model

Linnenbrink, E. A., & Pintrich, P. R. (2002) · Educational Psychologist · doi:10.1207/s15326985ep3702_2 · Cited by 448 · see citing works

Beyond test anxiety: Development and validation of the test emotions questionnaire (TEQ)

Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., Hochstadt, M., & Molfenter, S. (2004) · Anxiety, Stress & Coping · doi:10.1080/10615800412331303847 · Cited by 412 · see citing works

Boredom and academic achievement: Testing a model of reciprocal causation.

Pekrun, R. H., Hall, N. C., Goetz, T., & Perry, R. P. (2014) · Journal of Educational Psychology · doi:10.1037/a0036006 · Cited by 411 · see citing works

Between- and within-domain relations of students' academic emotions.

Goetz, T., Frenzel, A. C., Pekrun, R. H., Hall, N. C., & Lüdtke, O. (2007) · Journal of Educational Psychology · doi:10.1037/0022-0663.99.4.715 · Cited by 411 · see citing works

Suppressor Variables in Path Models: Definitions and Interpretations

MAASSEN, G. H., & BAKKER, A. B. (2001) · Sociological Methods & Research · doi:10.1177/0049124101030002004 · Cited by 407 · see citing works

Masking misfit in confirmatory factor analysis by increasing unique variances: A cautionary note on the usefulness of cutoff values of fit indices.

Heene, M., Hilbert, S., Draxler, C., Ziegler, M., & Bühner, M. (2011) · Psychological Methods · doi:10.1037/a0024917 · Cited by 406 · see citing works

Accomplishment in science, technology, engineering, and mathematics (STEM) and its relation to STEM educational dose: A 25-year longitudinal study.

Wai, J., Lubinski, D., Benbow, C. P., & Steiger, J. H. (2010) · Journal of Educational Psychology · doi:10.1037/a0019454 · Cited by 395 · see citing works

Measuring emotions during epistemic activities: the Epistemically-Related Emotion Scales

Pekrun, R., Vogl, E., Muis, K. R., & Sinatra, G. M. (2017) · Cognition and Emotion · doi:10.1080/02699931.2016.1204989 · Cited by 373 · see citing works

Fostering adolescents' value beliefs for mathematics with a relevance intervention in the classroom.

Gaspard, H., Dicke, A.-L., Flunger, B., Brisson, B., Häfner, I., Nagengast, B., & Trautwein, U. (2015) · Developmental Psychology · doi:10.1037/dev0000028 · Cited by 352 · see citing works

A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.

Daniels, L. M., Stupnisky, R. H., Pekrun, R. H., Haynes, T. L., Perry, R. P., & Newall, N. E. G. (2009) · Journal of Educational Psychology · doi:10.1037/a0016096 · Cited by 345 · see citing works

Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and...

Marsh, H. W., Byrne, B. M., & Yeung, A. S. (1999) · Educational Psychologist · doi:10.1207/s15326985ep3403_2 · Cited by 343 · see citing works

Emotions, self-regulated learning, and achievement in mathematics: A growth curve analysis.

Ahmed, W., van der Werf, G. P. C., Kuyper, H., & Minnaert, A. E. M. G. (2012) · Journal of Educational Psychology · doi:10.1037/a0030160 · Cited by 333 · see citing works

Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment

Goetz, T., Frenzel, A. C., Hall, N. C., & Pekrun, R. H. (2007) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2006.12.002 · Cited by 318 · see citing works

Emotion Research in Education: Theoretical and Methodological Perspectives on the Integration of Affect, Motivation, and Cognition

Linnenbrink, E. A. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9028-x · Cited by 298 · see citing works

Panoptic performativity and school inspection regimes: disciplinary mechanisms and life under special measures

Perryman, J. (2006) · Journal of Education Policy · doi:10.1080/02680930500500138 · Cited by 297 · see citing works

Different strokes for different folks: How individual interest moderates the effects of situational factors on task interest.

Durik, A. M., & Harackiewicz, J. M. (2007) · Journal of Educational Psychology · doi:10.1037/0022-0663.99.3.597 · Cited by 284 · see citing works

Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure

Pinxten, M., Marsh, H. W., De Fraine, B., Van Den Noortgate, W., & Van Damme, J. (2014) · British Journal of Educational Psychology · doi:10.1111/bjep.12028 · Cited by 260 · see citing works

The role of motivation in gendered educational and occupational trajectories related to maths

Watt, H. (2006) · Educational Research and Evaluation · doi:10.1080/13803610600765562 · Cited by 246 · see citing works

The control-value theory of achievement emotions : an integrative approach to emotions in education

Pekrun, R., Götz, T., Frenzel, A. C., & Perry, R. P. (2007) · KOPS (University of Konstanz) · Cited by 239 · see citing works

Achievement Emotions in Germany and China

Frenzel, A. C., Thrash, T. M., Pekrun, R. H., & Goetz, T. (2007) · Journal of Cross-Cultural Psychology · doi:10.1177/0022022107300276 · Cited by 203 · see citing works

Psychometric intelligence and achievement: A cross-lagged panel analysis

Watkins, M. W., Lei, P., & Canivez, G. L. (2006) · Intelligence · doi:10.1016/j.intell.2006.04.005 · Cited by 186 · see citing works

The Reciprocal Relationships Among Parents’ Expectations, Adolescents’ Expectations, and Adolescents’ Achievement: A Two-Wave Longitudinal Analysis of the NELS Data

Zhang, Y., Haddad, E., Torres, B., & Chen, C. (2010) · Journal of Youth and Adolescence · doi:10.1007/s10964-010-9568-8 · Cited by 171 · see citing works

Learning secondary mathematics with technology: Exploring the complex interrelationship between students’ attitudes, engagement, gender and achievement

Barkatsas, A., Kasimatis, K., & Gialamas, V. (2008) · Computers & Education · doi:10.1016/j.compedu.2008.11.001 · Cited by 168 · see citing works

Innovations in multivariate statistical analysis : a festschrift for Heinz Neudecker

Neudecker, H., Heijmans, R. D. H., Pollock, D. S. G., & Satorra, A. (2000) · Kluwer Academic Publishers eBooks · Cited by 165 · see citing works

Academic buoyancy, student's achievement, and the linking role of control: A cross‐lagged analysis of high school students

Collie, R. J., Martin, A. J., Malmberg, L., Hall, J., & Ginns, P. (2015) · British Journal of Educational Psychology · doi:10.1111/bjep.12066 · Cited by 149 · see citing works

Perceived control and emotions: interactive effects on performance in achievement settings

Ruthig, J. C., Perry, R. P., Hladkyj, S., Hall, N. C., Pekrun, R. H., & Chipperfield, J. G. (2007) · Social Psychology of Education · doi:10.1007/s11218-007-9040-0 · Cited by 142 · see citing works

Achievement goals, emotions, learning, and performance: A process model.

Ranellucci, J., Hall, N. C., & Goetz, T. (2015) · Motivation Science · doi:10.1037/mot0000014 · Cited by 127 · see citing works

Enhancing Students’ Engagement: Report of a 3-Year Intervention With Middle School Teachers

Turner, J. C., Christensen, A., Kackar-Cam, H. Z., Trucano, M., & Fulmer, S. M. (2014) · American Educational Research Journal · doi:10.3102/0002831214532515 · Cited by 126 · see citing works

A Multivariate Associative Finite Growth Mixture Modeling Approach Examining Adolescent Alcohol and Marijuana Use

Hix‐Small, H., Duncan, T. E., Duncan, S. C., & Okut, H. (2004) · Journal of Psychopathology and Behavioral Assessment · doi:10.1023/b:joba.0000045341.56296.fa · Cited by 123 · see citing works

Sparking Innovation in STEM Education with Technology and Collaboration

Kärkkäinen, K., & Vincent‐Lancrin, S. (2013) · OECD education working papers · doi:10.1787/5k480sj9k442-en · Cited by 68 · see citing works

Using the 2×2 framework of achievement goals to predict achievement emotions and academic performance

Putwain, D. W., Sander, P., & Larkin, D. T. (2013) · Learning and Individual Differences · doi:10.1016/j.lindif.2013.01.006 · Cited by 65 · see citing works

Prior mathematics achievement, cognitive appraisals and anxiety as predictors of Finnish students’ later mathematics performance and career orientation

Kyttälä, M., & Björn, P. M. (2010) · Educational Psychology · doi:10.1080/01443411003724491 · Cited by 64 · see citing works

Relationship of sociocultural factors and academic self‐esteem to school grades and school disengagement in North African French adolescents

Régner, I., & Loose, F. (2006) · British Journal of Social Psychology · doi:10.1348/014466605x83610 · Cited by 61 · see citing works

A Systematic Review of the Evidence of Reliability and Validity of Assessment by Teachers Used for Summative Purposes

Bevan, R. M., Daugherty, R., Dudley, P., Gardner, J., Harlen, W., & Stobart, G. (2004) · Stirling Online Research Repository (University of Stirling) · Cited by 58 · see citing works

Prescriptive Statements and Educational Practice: What Can Structural Equation Modeling (SEM) Offer?

Martin, A. J. (2011) · Educational Psychology Review · doi:10.1007/s10648-011-9160-0 · Cited by 49 · see citing works

Developmental Dynamics of General and School-Subject-Specific Components of Academic Self-Concept, Academic Interest, and Academic Anxiety

Gogol, K., Brunner, M., Preckel, F., Goetz, T., & Martin, R. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.00356 · Cited by 46 · see citing works

Between-Domain Relations of Academic Emotions: Does Having the Same Instructor Make a Difference?

Goetz, T., Frenzel, A. C., Lüdtke, O., & Hall, N. C. (2010) · The Journal of Experimental Education · doi:10.1080/00220970903292967 · Cited by 45 · see citing works

Achievement Goals and Emotions

Linnenbrink‐Garcia, L., & Barger, M. M. (2015) · Routledge eBooks · doi:10.4324/9780203148211.ch8 · Cited by 44 · see citing works

Longitudinal Data Analysis with Structural Equations

Rosel, J., & Plewis, I. (2008) · Methodology · doi:10.1027/1614-2241.4.1.37 · Cited by 40 · see citing works

Are academic discounting and devaluing double-edged swords? Their relations to global self-esteem, achievement goals, and performance among stigmatized students.

Loose, F., Régner, I., Morin, A. J. S., & Dumas, F. (2012) · Journal of Educational Psychology · doi:10.1037/a0027799 · Cited by 32 · see citing works

Exploring the antecedents of learning-related emotions and their relations with achievement outcomes

Niculescu, A., Tempelaar, D. T., Dailey–Hebert, A., Segers, M. S. R., & Gijselaers, W. (2015) · DOAJ (DOAJ: Directory of Open Access Journals) · doi:10.14786/flr.v%vi%i.136 · Cited by 23 · see citing works

Achievement Goals and Emotions

Barger, L. L.-G. A. M. M. (2014) · doi:10.4324/9780203148211-13 · Cited by 19 · see citing works

Trends in the Governance and Governing of Schools in England

James, C. (2012) · Local Government Studies · doi:10.1080/03003930.2012.722839 · Cited by 18 · see citing works

School leadership and management after Special Measures: discipline without the gaze?

Perryman, J. (2005) · School Leadership and Management · doi:10.1080/13634230500116355 · Cited by 16 · see citing works

Emotion und Gedächtnis

Hahn, A. (2010) · Paragrana · doi:10.1524/para.2010.0002 · Cited by 16 · see citing works

A sense of belonging at university: student retention, motivation and enjoyment

Pedler, M., Willis, R., & Nieuwoudt, J. E. (2021) · Journal of Further and Higher Education · doi:10.1080/0309877x.2021.1955844 · Cited by 482 · see citing works

Activity Achievement Emotions and Academic Performance: A Meta-analysis

Camacho-Morles, J., Slemp, G. R., Pekrun, R., Loderer, K., Hou, H., & Oades, L. G. (2021) · Educational Psychology Review · doi:10.1007/s10648-020-09585-3 · Cited by 475 · see citing works

Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement?

Li, C., & Wei, L. (2023) · Studies in Second Language Acquisition · doi:10.1017/s0272263122000031 · Cited by 317 · see citing works

The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement

Jin, Y., & Zhang, L. J. (2021) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2018.1526253 · Cited by 298 · see citing works

Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis.

Forsblom, L., Pekrun, R. H., Stockinger, K., & Peixoto, F. (2021) · Journal of Educational Psychology · doi:10.1037/edu0000671 · Cited by 263 · see citing works

Exploring the Effects of Artificial Intelligence Application on EFL Students' Academic Engagement and Emotional Experiences: A Mixed‐Methods Study

Guo, Y., & Wang, Y. (2024) · European Journal of Education · doi:10.1111/ejed.12812 · Cited by 274 · see citing works

Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda

Vu, T., Magis-Weinberg, L., Jansen, B. R. J., van Atteveldt, N., Janssen, T. W. P., Lee, N. C., van der Maas, H. L. J., Raijmakers, M. E. J., Sachisthal, M. S. M., & Meeter, M. (2022) · Educational Psychology Review · doi:10.1007/s10648-021-09616-7 · Cited by 224 · see citing works

Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants

Caviola, S., Toffalini, E., Giofrè, D., Ruiz, J. M., Szűcs, D., & Mammarella, I. C. (2021) · Educational Psychology Review · doi:10.1007/s10648-021-09618-5 · Cited by 242 · see citing works

Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy.

Putwain, D. W., Wood, P., & Pekrun, R. H. (2020) · Journal of Educational Psychology · doi:10.1037/edu0000637 · Cited by 159 · see citing works

Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies: a structural equation modeling approach

Solhi, M., Derakhshan, A., & Ünsal, B. (2023) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2023.2175834 · Cited by 124 · see citing works

Gender Differences in Mathematics Motivation: Differential Effects on Performance in Primary Education

Rodríguez, S., Regueiro, B., Piñeiro, I., Estévez, I., & Valle, A. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.03050 · Cited by 136 · see citing works

Racialized emotion recognition accuracy and anger bias of children’s faces.

Halberstadt, A. G., Cooke, A. N., Garner, P. W., Hughes, S., Oertwig, D., & Neupert, S. D. (2020) · Emotion · doi:10.1037/emo0000756 · Cited by 121 · see citing works

Investigating the Influence of Interaction on Learning Persistence in Online Settings: Moderation or Mediation of Academic Emotions?

Yu, J., Huang, C., Han, Z., He, T., & Li, M. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17072320 · Cited by 113 · see citing works

Students’ emotions of enjoyment and boredom and their use of cognitive learning strategies – How do they affect one another?

Obergriesser, S., & Stoeger, H. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2019.101285 · Cited by 109 · see citing works

Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature

Sharp, J. G., Sharp, J. C., & Young, E. (2018) · Research Papers in Education · doi:10.1080/02671522.2018.1536891 · Cited by 106 · see citing works

Effect of augmented reality-based virtual educational robotics on programming students’ enjoyment of learning, computational thinking skills, and academic achievement

Yang, F.-C. O., Lai, H., & Wang, Y. (2022) · Computers & Education · doi:10.1016/j.compedu.2022.104721 · Cited by 100 · see citing works

Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance

Živković, M., Pellizzoni, S., Doz, E., Cuder, A., Mammarella, I. C., & Passolunghi, M. C. (2023) · Social Psychology of Education · doi:10.1007/s11218-023-09760-8 · Cited by 128 · see citing works

School grades and students’ emotions: Longitudinal models of within-person reciprocal effects

Pekrun, R. H., Marsh, H. W., Suessenbach, F., Frenzel, A. C., & Goetz, T. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101626 · Cited by 100 · see citing works

Achievement emotions and elementary school children’s academic performance: Longitudinal models of developmental ordering.

Lichtenfeld, S., Pekrun, R. H., Marsh, H. W., Nett, U. E., & Reiss, K. M. (2022) · Journal of Educational Psychology · doi:10.1037/edu0000748 · Cited by 103 · see citing works

Boredom begets boredom: An experience sampling study on the impact of teacher boredom on student boredom and motivation

Tam, K. Y. Y., Poon, C. Y. S., Hui, V. K., Wong, C. Y. F., Kwong, V. W. Y., Yuen, G. W., & Chan, C. S. (2019) · British Journal of Educational Psychology · doi:10.1111/bjep.12309 · Cited by 79 · see citing works

How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students

de la Fuente, J., Pachón-Basallo, M., Santos, F. H., Sánchez, F. J. P., Torres, M. C. G., Garde, R. A., Paoloni, P. V., & Gaetha, M. L. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.626340 · Cited by 78 · see citing works

Identifying patterns of epistemic emotions with respect to interactions in massive online open courses using deep learning and social network analysis

Han, Z., Huang, C., Yu, J., & Tsai, C. (2021) · Computers in Human Behavior · doi:10.1016/j.chb.2021.106843 · Cited by 61 · see citing works

Academic enjoyment, behavioral engagement, self-concept, organizational strategy and achievement in EFL setting: A multiple mediation analysis

Kang, X., & Wu, Y. (2022) · PLoS ONE · doi:10.1371/journal.pone.0267405 · Cited by 68 · see citing works

Exploring the effects of achievement emotions on online learning outcomes: A systematic review

Wu, R., & Yu, Z. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.977931 · Cited by 65 · see citing works

Students’ self-determined motivation and negative emotions in mathematics in lower secondary education—Investigating reciprocal relations

Sutter-Brandenberger, C. C., Hagenauer, G., & Hascher, T. (2018) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2018.10.002 · Cited by 56 · see citing works

Achievement emotions and control-value appraisals in foreign language learning

Li, C., Pawlak, M., & Kruk, M. (2023) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2023.2183961 · Cited by 58 · see citing works

Big Five, Self-Regulation, and Coping Strategies as Predictors of Achievement Emotions in Undergraduate Students

de la Fuente, J., Paoloni, P., Kauffman, D. F., Soylu, M. Y., Sander, P., & Zapata, L. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17103602 · Cited by 53 · see citing works

Homeschooling during the SARS-CoV-2 pandemic: the role of students’ trait self-regulation and task attributes of daily learning tasks for students’ daily self-regulation

Blume, F., Schmidt, A., Kramer, A. C., Schmiedek, F., & Neubauer, A. B. (2021) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-021-01011-w · Cited by 44 · see citing works

School adjustment in adolescence explained by social support, resilience and positive affect

Azpiazu, L., Antonio-Aguirre, I., Izar-de-la-Fuente, I., & Fernández-Lasarte, O. (2024) · European Journal of Psychology of Education · doi:10.1007/s10212-023-00785-3 · Cited by 70 · see citing works

Facial Expression Recognition for Probing Students’ Emotional Engagement in Science Learning

Tang, X., Gong, Y., Xiao, Y., Xiong, J., & Bao, L. (2024) · Journal of Science Education and Technology · doi:10.1007/s10956-024-10143-7 · Cited by 54 · see citing works

Exploring emotional and cognitive dynamics of Knowledge Building in grades 1 and 2

Zhu, G., Xing, W., Costa, S. A., Scardamalia, M., & Pei, B. (2019) · User Modeling and User-Adapted Interaction · doi:10.1007/s11257-019-09241-8 · Cited by 42 · see citing works

A cross-group comparison study of the effect of interaction on satisfaction in online learning: The parallel mediating role of academic emotions and self-regulated learning

Wu, Y., Xu, X., Xue, J., & Hu, P. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104776 · Cited by 47 · see citing works

Self-efficacy and achievement emotions as mediators between learning climate and learning persistence in college calculus: A sequential mediation analysis

Tang, D., Fan, W., Zou, Y., George, R. A., Arbona, C., & Olvera, N. E. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.102094 · Cited by 40 · see citing works

Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students

de la Fuente, J., Vicente, J. M. M., Sánchez, F. J. P., Garzón-Umerenkova, A., Vera, M. M., & Paoloni, P. V. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02070 · Cited by 40 · see citing works

Anxiety, Boredom, and Burnout Among EFL Teachers: The Mediating Role of Emotion Regulation

Shen, G. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.842920 · Cited by 36 · see citing works

A mediation analysis of emotions based on the control-value theory

Tze, V. M. C., Li, J. C.-H., & Parker, P. C. (2021) · Current Psychology · doi:10.1007/s12144-021-01840-2 · Cited by 35 · see citing works

Boredom Makes Me Sick: Adolescents’ Boredom Trajectories and Their Health-Related Quality of Life

Schwartze, M. M., Frenzel, A. C., Goetz, T., Pekrun, R. H., Reck, C., Marx, A. K. G., & Fiedler, D. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18126308 · Cited by 34 · see citing works

Emociones académicas y aprendizaje de biología, una asociación duradera

de Alda, J. A. G. O., Merino, J. M., Gómez, F. J. M., Jiménez, V. M., & Gallego, R. E. (2019) · Enseñanza de las Ciencias Revista de investigación y experiencias didácticas · doi:10.5565/rev/ensciencias.2598 · Cited by 32 · see citing works

The power of grit and enjoyment on engagement of students majoring in teaching Chinese to speakers of other languages (TCSOL) in robot-assisted language learning environment: A self-determination theory perspective

Jie, Z., & Yan, Y. (2025) · Learning and Motivation · doi:10.1016/j.lmot.2025.102185 · Cited by 31 · see citing works

Linking students’ emotions to engagement and writing performance when learning Japanese letters with a pen-based tablet: An investigation based on individual pen pressure parameters

Schrader, C., & Kalyuga, S. (2020) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2019.102374 · Cited by 31 · see citing works

Les émotions dans la formation enseignante : une perspective historique

Audrin, C. (2020) · Recherches en éducation · doi:10.4000/ree.541 · Cited by 30 · see citing works

The Interrelationships Between Chinese English-as-a-Foreign-Language Teachers’ Immediacy and Clarity with Learners’ Boredom

Xu, J., Pan, Y., & Derakhshan, A. (2024) · Perceptual and Motor Skills · doi:10.1177/00315125241272524 · Cited by 31 · see citing works

Belonging, Enjoyment, Motivation, and Retention: University Students’ Sense of Belonging Before and During the COVID-19 Pandemic

Kelly, M., Nieuwoudt, J. E., Willis, R., & Lee, M. F. (2024) · Journal of College Student Retention Research Theory & Practice · doi:10.1177/15210251241231242 · Cited by 29 · see citing works

Mathematics problem-solving homework as a conduit for parental involvement in learning. Evaluation of a pilot study

Williams, K., & Williams, H. (2019) · Educational Review · doi:10.1080/00131911.2019.1566210 · Cited by 35 · see citing works

Pre-service teachers’ enjoyment and ICT teaching self-efficacy in mathematics – an application of control-value theory

Jenßen, L., Gierlinger, F., & Eilerts, K. (2021) · Journal of Digital Learning in Teacher Education · doi:10.1080/21532974.2021.1929585 · Cited by 29 · see citing works

Motivation, Engagement, and Mathematics Achievement: An Exploratory Study Among Chinese Primary Students

Xia, Q., Yin, H., Hu, R., Li, X., & Shang, J. (2022) · SAGE Open · doi:10.1177/21582440221134609 · Cited by 29 · see citing works

The impact of the Systematic Assessment for Resilience (SAR) framework on students’ resilience, anxiety, depression, burnout, and academic-related stress: a quasi-experimental study

Wadi, M., Shorbagi, A., Shorbagi, S., Taha, M., & Yusoff, M. S. B. (2024) · BMC Medical Education · doi:10.1186/s12909-024-05444-9 · Cited by 30 · see citing works

Mental Model Development in Multimedia Learning: Interrelated Effects of Emotions and Self-Monitoring

Riemer, V., & Schrader, C. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.00899 · Cited by 28 · see citing works

Antecedents and effects of students’ enjoyment and boredom in synchronous online English courses

Apridayani, A., & Waluyo, B. (2022) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2022.2152457 · Cited by 30 · see citing works

Delving into the role of mindfulness on the relationship among creativity, anxiety, and boredom of young EFL learners

Cheng, L. (2023) · Heliyon · doi:10.1016/j.heliyon.2023.e13733 · Cited by 30 · see citing works

Enhancing Foreign Language Enjoyment through Online Cooperative Learning: A Longitudinal Study of EFL Learners

Zheng, S., & Zhou, X. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph20010611 · Cited by 39 · see citing works

Are students happier the more they learn? – Research on the influence of course progress on academic emotion in online learning

Pan, X., Hu, B., Zhou, Z., & Feng, X. (2022) · Interactive Learning Environments · doi:10.1080/10494820.2022.2052110 · Cited by 25 · see citing works

The relationship between trait emotional intelligence and English language performance among Chinese EFL university students: The mediating roles of boredom and burnout.

Zhang, T., Zhang, R., & Peng, P. (2024) · Acta Psychologica · doi:10.1016/j.actpsy.2024.104353 · Cited by 25 · see citing works

Mixed feelings: Profiles of emotions among elementary mathematics students and how they function within a control-value framework

Karamarkovich, S. M., & Rutherford, T. (2021) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2021.101996 · Cited by 20 · see citing works

Control and value appraisals and online multiple‐text comprehension in primary school: The mediating role of boredom and the moderating role of word‐reading fluency

Raccanello, D., Florit, E., Brondino, M., Rodà, A., & Masón, L. (2021) · British Journal of Educational Psychology · doi:10.1111/bjep.12448 · Cited by 24 · see citing works

Evoking teacher’s professional commitment: Exploring interpersonal communication in transmitting emotional intelligence and psychological capital

Bastian, A., & Widodo, W. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2418786 · Cited by 23 · see citing works

Working memory, negative affect and personal assets: How do they relate to mathematics and reading literacy?

Donolato, E., Giofrè, D., & Mammarella, I. C. (2019) · PLoS ONE · doi:10.1371/journal.pone.0218921 · Cited by 24 · see citing works

Teachers emotionally profit from positive school leadership: Applying the PERMA-Lead model to the control-value theory of emotions

Goetz, T., Botes, E., Resch, L. M., Weiss, S., Frenzel, A. C., & Ebner, M. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104517 · Cited by 28 · see citing works

Investigating the Linkage Between School Psychological Capital and Achievement Emotions in Secondary School Mathematics

Kang, X., & Wu, Y. (2021) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-021-00623-4 · Cited by 22 · see citing works

Evolution of the academic emotions of academically low-achieving students in knowledge building

Yang, Y., Zhu, G., & Chan, C. K. K. (2022) · International Journal of Computer-Supported Collaborative Learning · doi:10.1007/s11412-022-09380-y · Cited by 22 · see citing works

I enjoy hurting my classmates: On the relation of boredom and sadism in schools

Pfattheicher, S., Lazarević, L. B., Nielsen, Y. A., Westgate, E. C., Krstić, K., & Schindler, S. (2022) · Journal of School Psychology · doi:10.1016/j.jsp.2022.10.008 · Cited by 25 · see citing works

A study on the influencing factors of university students’ online persistent learning supported by intelligent technology in the post-pandemic era: an empirical study with PLS-SEM

Shi, G., Li, J., & Yang, J. (2023) · Interactive Learning Environments · doi:10.1080/10494820.2023.2205901 · Cited by 22 · see citing works

Control-value theory and enjoyment of science: A cross-national investigation with 15-year-olds using PISA 2006 data

Mercan, F. Ç. (2020) · Learning and Individual Differences · doi:10.1016/j.lindif.2020.101889 · Cited by 22 · see citing works

Being bored at school: Trajectories and academic outcomes

Grazia, V., Mameli, C., & Molinari, L. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.102049 · Cited by 21 · see citing works

STEM Pipeline: Mathematics Beliefs, Attitudes, and Opportunities of Racial/Ethnic Minority Girls

Butler‐Barnes, S. T., Cheeks, B. L., Barnes, D. L., & Ibrahim, H. (2021) · Journal for STEM Education Research · doi:10.1007/s41979-021-00059-x · Cited by 21 · see citing works

Integrating Artificial Intelligence into Research on Emotions and Behaviors in Science Education

Ezquerra, Á., Agen, F., Rodríguez-Arteche, I., & Ezquerra-Romano, I. (2022) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.29333/ejmste/11927 · Cited by 21 · see citing works

People are increasingly bored in our digital age

Tam, K. Y. Y., & Inzlicht, M. (2024) · Communications Psychology · doi:10.1038/s44271-024-00155-9 · Cited by 24 · see citing works

How Classroom Environment Influences Academic Enjoyment in Mathematics Among Chinese Middle School Students: Moderated Mediation Effect of Academic Self-Concept and Academic Achievement

Liu, Y., Wang, Y., Liu, R., Ding, Y., Wang, J., & Mu, X. (2022) · Psychology Research and Behavior Management · doi:10.2147/prbm.s371092 · Cited by 25 · see citing works

Enjoyment, boredom, and perceived effectiveness of learners in language MOOCs: the mediating effect of self-regulated learning

Luo, R., & Wang, Y. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1145773 · Cited by 25 · see citing works

Undergraduates’ lived experience of project-/problem-based learning in introductory biology

Webster, A., Metcalf, A., Kelly, L. J., Bisesi, A. T., Marnik-Said, M., Colbeck, C. L., Marine, R. J., Vinces, M., Campbell, A. E., & Allen, T. S. (2022) · AJP Advances in Physiology Education · doi:10.1152/advan.00042.2021 · Cited by 19 · see citing works

Emotions in education

Goetz, T., Frenzel, A. C., Stockinger, K., Lipnevich, A. A., Stempfer, L., & Pekrun, R. H. (2022) · Elsevier eBooks · doi:10.1016/b978-0-12-818630-5.14032-1 · Cited by 22 · see citing works

How (de)motivating teaching styles shape message framing outcomes on students’ self-efficacy, emotions, and grades

Santana‐Monagas, E., Ferreira, P. C., Simão, A. M. V., & Alonso, J. L. N. (2024) · Learning and Individual Differences · doi:10.1016/j.lindif.2024.102420 · Cited by 18 · see citing works

Critical Thinking and Engagement in Foreign Language Learning: Mediation of Enjoyment, Anxiety, and Boredom and Moderation of Achievement Level

Ma, L., & Xu, L. H. (2024) · International Journal of Applied Linguistics · doi:10.1111/ijal.12647 · Cited by 18 · see citing works

EFL Teachers’ Immediacy and Professional Commitment on Students’ Boredom: A Review of Literature

Qin, W. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.808311 · Cited by 24 · see citing works

Do reading boredom and reading boredom coping strategies predict reading comprehension performance? An empirical investigation of Saudi EFL learners

Shehzad, M. W., Ahmed, R., Razzaq, S., Akhtar, A., & Hasan, M. K. (2020) · Indonesian Journal of Applied Linguistics · doi:10.17509/ijal.v10i2.28616 · Cited by 18 · see citing works

Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance on the use of the drawing strategy and modelling performance

Schukajlow, S., Blomberg, J., Rellensmann, J., & Leopold, C. (2021) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2021.101967 · Cited by 23 · see citing works

Conocimiento previo, emociones y aprendizaje en una actividad experimental de ciencias

Merino, J. M., Gallego, R. E., & de Alda, J. A. G. O. (2021) · Enseñanza de las Ciencias Revista de investigación y experiencias didácticas · doi:10.5565/rev/ensciencias.3361 · Cited by 18 · see citing works

Primary Students’ Experiences of Remote Learning during COVID-19 School Closures: A Case Study of Finland

Loukomies, A., & Juuti, K. (2021) · Education Sciences · doi:10.3390/educsci11090560 · Cited by 18 · see citing works

Stability of the Mitigating Effect of Students’ Perceived Teacher Enthusiasm on Class-related Boredom: Moderating Role of Boredom Proneness and Perceived Task Difficulty

Wang, C., Hu, Y., Zhang, X., Wang, J., Cui, G., & Cui, G. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17082645 · Cited by 20 · see citing works

Does ability grouping affect UK primary school pupils’ enjoyment of Maths and English?

Boliver, V., & Capsada-Munsech, Q. (2021) · Research in Social Stratification and Mobility · doi:10.1016/j.rssm.2021.100629 · Cited by 15 · see citing works

Unintended emotions in the laboratory: Emotions incidentally induced by a standard visual working memory task relate to task performance.

Laybourn, S., Frenzel, A. C., Constant, M., & Liesefeld, H. R. (2022) · Journal of Experimental Psychology General · doi:10.1037/xge0001147 · Cited by 17 · see citing works

The stability of students’ academic achievement in school: A meta-analysis of longitudinal studies

Scherrer, V., Breit, M., & Preckel, F. (2025) · Educational Research Review · doi:10.1016/j.edurev.2025.100687 · Cited by 18 · see citing works

Mediation of Reading Enjoyment between Teacher Feedback and Reading Achievement: Cross-Cultural Generalizability across 75 Countries/Economies

Ma, L., Xiao, L., & Jiao, Y. (2023) · The Journal of Experimental Education · doi:10.1080/00220973.2023.2208063 · Cited by 15 · see citing works

Longitudinal relations between teacher support and academic achievement among Chinese children: Disentangling between‑ and within-student associations

Zhou, J., Gong, X., & Li, X. (2024) · Journal of School Psychology · doi:10.1016/j.jsp.2024.101287 · Cited by 15 · see citing works

The exploration of the relationship between positive achievement emotions and academic success: testing the assumptions of the control-value theory of achievement emotions

Balaž, B., Hanzec, I., & Brajša‐Žganec, A. (2021) · The Educational and Developmental Psychologist · doi:10.1080/20590776.2020.1856623 · Cited by 15 · see citing works

Developing accounting students’ professional competencies and satisfaction through learning experiences: Validation of a self-administered questionnaire

Diez-Busto, E., Cobo, E. P., San-Martín, P., & del Corte, J. M. (2023) · The International Journal of Management Education · doi:10.1016/j.ijme.2023.100859 · Cited by 14 · see citing works

Understanding self-regulation, achievement emotions, and mindset of undergraduates in emergency remote teaching: a latent profile analysis

Uslu, N. A., & Durak, H. Y. (2022) · Interactive Learning Environments · doi:10.1080/10494820.2022.2129391 · Cited by 11 · see citing works

First‐year students' achievement emotions at university: A cluster analytic approach to understand variability in attendance and attainment

Earl, S. R., Bishop, D. C., Miller, K. A., Davison, E., & Pickerell, L. (2024) · British Journal of Educational Psychology · doi:10.1111/bjep.12650 · Cited by 13 · see citing works

Examining the relation among cost, academic emotion, and achievement in mathematics

Omer, S. M. S., Akungu, O. A., & Chen, S. (2022) · Current Psychology · doi:10.1007/s12144-022-02839-z · Cited by 13 · see citing works

Student perceptions of the community of inquiry framework and satisfaction: Examining the role of academic emotion and self-regulation in a structural model

Xue, J., Xu, X., Wu, Y., & Hu, P. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1046737 · Cited by 18 · see citing works

Children’s facial expressions during collaborative coding: Objective versus subjective performances

Sharma, K., Papavlasopoulou, S., & Giannakos, M. N. (2022) · International Journal of Child-Computer Interaction · doi:10.1016/j.ijcci.2022.100536 · Cited by 12 · see citing works

Listening Boredom, Listening Boredom Coping Strategies, and Listening Performance: Exploring the Possible Relationships in Saudi EFL Context

Shehzad, M. W., Albesher, K. B., Sarfraz, S., & Razzaq, S. (2021) · Journal of language and Education · doi:10.17323/jle.2021.12875 · Cited by 12 · see citing works

What predicts students’ presentation performance? Self-efficacy, boredom and competence changes during presentation training

Schickel, M., & Ringeisen, T. (2020) · Current Psychology · doi:10.1007/s12144-020-01090-8 · Cited by 12 · see citing works

Whatever will bore, will bore: The mere anticipation of boredom exacerbates its occurrence in lectures

Tam, K. Y. Y., van Tilburg, W. A. P., & Chan, C. S. (2022) · British Journal of Educational Psychology · doi:10.1111/bjep.12549 · Cited by 11 · see citing works

Achievement emotions and arithmetic fluency – Development and parallel processes during the early school years

Rawlings, A. M., Niemivirta, M., Korhonen, J., Lindskog, M., Tuominen, H., & Mononen, R. (2023) · Learning and Instruction · doi:10.1016/j.learninstruc.2023.101776 · Cited by 23 · see citing works

Student teachers’ situational engagement during teaching practice in Finland and South Africa

Loukomies, A., Petersen, N., Ramsaroop, S., Henning, E., & Lavonen, J. (2022) · The Teacher Educator · doi:10.1080/08878730.2021.1991539 · Cited by 11 · see citing works

Momentary measures of emotions during technology-enhanced learning prospectively predict standardized test scores in two large samples

D’Mello, S. K., Moulder, R. G., Jr., & Jensen, E. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2023.101872 · Cited by 14 · see citing works

Monitoring and improving student attention using deep learning and wireless sensor networks

Thảo, L. Q., Kien, D. T., Bach, N. C., Thuy, D. T. T., Thuy, L. T. M., Cuong, D. D., Hieu, N. H. M., Dang, N. H. T., Bach, P. X., & Hieu, L. P. M. (2024) · Sensors and Actuators A Physical · doi:10.1016/j.sna.2024.115055 · Cited by 10 · see citing works

Variety is the spice of life: How emotional diversity is associated with better student engagement and achievement

King, R. B., & Frondozo, C. E. (2021) · British Journal of Educational Psychology · doi:10.1111/bjep.12436 · Cited by 10 · see citing works

Boredom and academic achievement: Testing a model of reciprocal causation.

Pekrun, R. H., Hall, N. C., Goetz, T., & Perry, R. P. (2014) · Journal of Educational Psychology · doi:10.1037/a0036006 · Cited by 411 · see citing works

Achievement emotions and elementary school children’s academic performance: Longitudinal models of developmental ordering.

Lichtenfeld, S., Pekrun, R. H., Marsh, H. W., Nett, U. E., & Reiss, K. M. (2022) · Journal of Educational Psychology · doi:10.1037/edu0000748 · Cited by 103 · see citing works

Early adolescents' enjoyment experienced in learning situations and its relation to student achievement

Hagenauer, G., & Hascher, T. (2014) · doi:10.7892/boris.52279 · Cited by 1 · see citing works

Early Adolescents’ Enjoyment Experienced in Learning Situations at School and Its Relation to Student Achievement

Hagenauer, G., & Hascher, T. (2014) · Journal of Education and Training Studies · doi:10.11114/jets.v2i2.254 · Cited by 95 · see citing works

Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis.

Forsblom, L., Pekrun, R. H., Stockinger, K., & Peixoto, F. (2021) · Journal of Educational Psychology · doi:10.1037/edu0000671 · Cited by 263 · see citing works