The DOI matches its Crossref record; 78 of the 78 references it cites were found in a registry or an index.
Linking Students’ Emotions and Academic Achievement: When and Why Emotions Matter
Open accessAbstract
Few studies include associations of emotions, or of individual differences in emotionality, to academic competence, and there are virtually no empirical data on when or why relations exist (or do not exist). The few studies of emotion and achievement have largely focused on anxiety, but there has been scant theoretical and empirical attention devoted to the treatment of other emotions. It is suggested that considering the moderated and indirect effects of students’ emotions on their academic functioning may provide an understanding of whether and under what circumstances emotions are related to achievement. This article briefly reviews findings linking situational and dispositional negative or positive emotions to academic achievement and suggests that researchers can learn much about relations between emotions and achievement by considering the potential moderating role of effortful control, as well as considering the mediating roles that cognitive processes, motivational mechanisms, and classroom relationships play in linking emotions and achievement.
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Cites
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Cited by
Becker, E. S., Goetz, T., Morger, V., & Ranellucci, J. (2014) · Teaching and Teacher Education · doi:10.1016/j.tate.2014.05.002 · Cited by 450
Vistorte, A. O. R., Deroncele-Acosta, A., Ayala, J. L. M., Barrasa, A., López-Granero, C., & Martí-González, M. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1387089 · Cited by 281
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 Social Ties That Bind: Social Anxiety and Academic Achievement Across the University Years
Brook, C. A., & Willoughby, T. (2015) · Journal of Youth and Adolescence · doi:10.1007/s10964-015-0262-8 · Cited by 183
Lønne, T. F., Karlsen, H. R., Langvik, E., & Saksvik-Lehouillier, I. (2023) · Heliyon · doi:10.1016/j.heliyon.2023.e17196 · Cited by 76
“Immersive VR may facilitate learning through positive emotions [19,28,29] due to the effect of enjoyment on student performance [e.g. 30, 31].”
Background
Metadata
- Authors
- Valiente, C., Swanson, J., & Eisenberg, N.
- Venue
- Child Development Perspectives
- Publisher
- Oxford University Press (OUP)
- Published
- 2012-05-14
- Volume
- 6
- Issue
- 2
- Pages
- 129-135
- ISSN
- 1750-8592 (ISSN-L)
- 1750-8606
- OpenAlex
- W1907356096
- Cited by
- 386
- References
- 78
- FWCI
- 5.93
- Type
- journal article
- Language
- en
- Open access
- green
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- Valiente, C., Swanson, J., & Eisenberg, N. (2012). Linking Students’ Emotions and Academic Achievement: When and Why Emotions Matter. Child Development Perspectives. https://doi.org/10.1111/j.1750-8606.2011.00192.x
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
