Cited by 228Education, Achievement, and GiftednessInnovative Teaching and Learning MethodsMotivation and Self-Concept in Sports

The DOI matches its Crossref record; 68 of the 69 references it cites were found in a registry or an index.

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

Open access

Putwain, David W., Becker, Sandra, Symes, Wendy, Pekrun, Reinhard·2018·Learning and Instruction

DOI 10.1016/j.learninstruc.2017.08.004

Open this paper in CoChat — free account Open PDF

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

Integrity signals

Registry

Crossref · 10.1016/j.learninstruc.2017.08.004

Cites

68 of 68 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

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
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
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
Self-citation
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
Self-citation
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
Self-citation
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 2,075
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 1,706
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 1,413
Self-citation
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 1,330
Self-citation
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
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
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
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 886
Contemporary Psychometrics
Maydeu‐Olivares, A., & McArdle, J. J. (2005) · Psychology Press eBooks · doi:10.4324/9781410612977 · Cited by 828
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 801
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
A critique of cross-lagged correlation.
Rogosa, D. (1980) · Psychological Bulletin · doi:10.1037/0033-2909.88.2.245 · Cited by 658
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
Self-regulation in early childhood: nature and nurture
(2000) · Choice Reviews Online · doi:10.5860/choice.38-0608 · Cited by 633
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
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 583
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
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 521
Self-citation
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
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 442
Self-citation
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 437
Self-citation
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
Self-citation
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
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
Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom.
Gaspard, H., Dicke, A., Flunger, B., Brisson, B. M., Häfner, I., Nagengast, B., & Trautwein, U. (2015) · Developmental Psychology · doi:10.1037/dev0000028 · Cited by 401
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
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 387
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 374
Self-citation
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
Self-citation
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 348
Self-citation
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
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 309
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
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
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
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
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
Self-citation
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 229
Self-citation
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
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 179
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
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
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
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 149
Self-citation
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 147
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
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
Using the 2×2 framework of achievement goals to predict achievement emotions and academic performance
Putwain, D. W., Sander, P., & Larkin, D. (2013) · Learning and Individual Differences · doi:10.1016/j.lindif.2013.01.006 · Cited by 76
Self-citation
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 72
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
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
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
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
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 48
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
Achievement Goals and Emotions
Linnenbrink‐Garcia, L., & Barger, M. M. (2015) · Routledge eBooks · doi:10.4324/9780203148211.ch8 · Cited by 44
Longitudinal Data Analysis with Structural Equations
Rosel, J., & Plewis, I. (2008) · Methodology · doi:10.1027/1614-2241.4.1.37 · Cited by 40
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
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
Achievement Goals and Emotions
Barger, L. L.-G. A. M. M. (2014) · doi:10.4324/9780203148211-13 · Cited by 19
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
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
Emotion und Gedächtnis
Hahn, A. (2010) · Paragrana · doi:10.1524/para.2010.0002 · Cited by 16

Sorted by citations

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
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
Self-citation
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
“In another four-wave longitudinal study, Putwain et al. (2018) examined the enjoyment and boredom experiences of primary students in England and the data showed that enjoyment was positively linked to mathematics achievement, while boredom was linked negatively.”
Background
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
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 287
Self-citation

See all 228

Authors: Putwain, D. W., Becker, S., Symes, W., & Pekrun, R.
Affiliations: Liverpool John Moores University (GB)
Ludwig-Maximilians-Universität München (DE)
University of Birmingham (GB)
Corresponding author: Putwain, David W.
ORCID: Putwain, David W.
Symes, Wendy
Pekrun, Reinhard
Venue: Learning and Instruction
Publisher: Elsevier BV
Published: 2018-04
Volume: 54
Pages: 73-81
ISSN: 0959-4752 (ISSN-L)
DOI: 10.1016/j.learninstruc.2017.08.004
OpenAlex: W2753873597
Cited by: 228
References: 69
Citations by year: 2026: 26 · 2025: 27 · 2024: 38 · 2023: 29 · 2022: 36 · 2021: 33 · 2020: 16 · 2019: 19 · 2018: 4
FWCI: 13.89
Type: journal article
Language: en
Open access: green
researchonline.ljmu.ac.uk
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Learning and Instruction (publishedVersion)
Liverpool John Moores University (acceptedVersion)
Liverpool John Moores University (submittedVersion)
Research Bank (Australian Catholic University) (submittedVersion)
University of Birmingham Research Portal (University of Birmingham) (submittedVersion, cc-by-nc-nd)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Keywords: student enjoyment, academic boredom, achievement emotions, academic performance, reciprocal effects, control-value theory, mathematics achievement, elementary school students

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

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

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Self-check

Citations

Cites

Cited by

Related

Metadata

Record

About these checks