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Cited by 1,091Education, Achievement, and GiftednessEarly Childhood Education and DevelopmentSchool Choice and Performance

Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects

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Pekrun, Reinhard, Lichtenfeld, Stephanie, Marsh, Herbert W, Murayama, Kou, Goetz, Thomas·2017·Child Development
DOI 10.1111/cdev.12704
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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.

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  • This perception is particularly evident at secondary and higher education levels, where students face unique challenges in motivation, engagement, and emotional responses.

    “This perception is particularly evident at the secondary and higher education levels, where students face unique challenges in terms of motivation, engagement, and emotional responses (Pekrun et al., 2017).”

    From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Pekrun et al., 2017

    The Overview of the Present Research describes a study of German students in grades 5–9, and Effects of Emotion on Achievement links students’ emotions with motivation and attention to learning. The paper does not establish that these challenges are particularly evident at secondary and higher education levels, or examine higher education students. (LLM, conf=0.85)

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  • Early mathematics emphasizes basic numeracy and playful learning, whereas later stages involve more abstract, demanding and advanced content, where math anxiety and declining motivation and engagement become especially salient.

    “Whereas early mathematics emphasizes basic numeracy and playful learning, later stages involve more abstract, demanding and advanced content, where issues such as math anxiety and declining motivation and engagement become especially salient (Kaur et al., 2022;Pekrun et al., 2017).”

    From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Pekrun et al., 2017

    The Discussion (page unavailable) reports that math anxiety and other negative emotions predicted adolescents’ later math grades. The grade 5–9 descriptive table (page unavailable) also shows declining enjoyment and rising boredom. The paper does not compare playful early mathematics with more abstract later content, or establish a decline in motivation and engagement. (LLM, conf=0.84)

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Research works printed but not linked: 1

  1. Zeidner, M. (2014). Anxiety in education. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), Handbook of emotions in education (pp. 265-288). New York: Taylor & Francis.

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Authors
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T.
Affiliations
  • Ludwig-Maximilians-Universität München (DE)
  • University of Oxford (GB)
  • Kochi University of Technology (JP)
  • University of Konstanz (DE)
Corresponding author
Pekrun, Reinhard
ORCID
Venue
Child Development
Publisher
Oxford University Press (OUP)
Published
2017-09-01
Volume
88
Issue
5
Pages
1653-1670
ISSN
  • 0009-3920 (ISSN-L)
  • 1467-8624
DOI
10.1111/cdev.12704
OpenAlex
W2517016476
Cited by
1,091
References
52
Citations by year
2026: 126 · 2025: 159 · 2024: 133 · 2023: 234 · 2022: 137 · 2021: 103 · 2020: 82 · 2019: 69 · 2018: 31 · 2017: 14 · 2016: 2
FWCI
69.30
Type
journal article
Language
en
Open access
Licence
Locations
  • Child Development (publishedVersion)
  • PubMed (publishedVersion)
  • CentAUR (University of Reading) (acceptedVersion)
  • Durham Research Online (Durham University) (acceptedVersion)
  • Durham Research Online (Durham University) (submittedVersion, cc-by)
  • Open Access at Essex (University of Essex) (submittedVersion)
  • Research Bank (Australian Catholic University) (submittedVersion)
Funders
  • German Research Foundation (PE 320/11-1, PE 320/11-2, PE 320/11-3, PE 320/11-4)
  • Deutsche Forschungsgemeinschaft (PE 320/11‐1, PE 320/11‐2, PE 320/11‐3, PE 320/11‐4)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Education › School Choice and Performance
Keywords
achievement emotions, academic performance, reciprocal effects, positive emotions, negative emotions, mathematics achievement, adolescents, school track, longitudinal development
MeSH terms
Academic Success, Adolescent, Child, Emotions, Female, Humans, Longitudinal Studies, Male, Mathematics, Models, Psychological

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