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The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice
This article describes the control-value theory of achievement emotions and its implications for educational research and practice. The theory provides an integrative framework for analyzing theExpand
Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research
Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity ofExpand
Measuring emotions in students learning and performance: The Achievement Emotions Questionnaire (AE
Abstract Aside from test anxiety scales, measurement instruments assessing students’ achievement emotions are largely lacking. This article reports on the construction, reliability, internalExpand
A 3 × 2 achievement goal model
In the present research, a 3 × 2 model of achievement goals is proposed and tested. The model is rooted in the definition and valence components of competence, and encompasses 6 goal constructs:Expand
The Control-Value Theory of Achievement Emotions: An Integrative Approach to Emotions in Education
Publisher Summary This chapter presents an overview of the assumptions and corollaries of the control-value theory of achievement emotions, as well as some of its implications for educationalExpand
Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.
The linkages of achievement-related boredom with students' appraisals and performance outcomes were examined in a series of 5 exploratory, cross-sectional, and predictive investigations. Studies 1Expand
Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance.
The authors propose a theoretical model linking achievement goals and achievement emotions to academic performance. This model was tested in a prospective study with undergraduates (N = 213), usingExpand
Achievement goals and discrete achievement emotions : A theoretical model and prospective test
A theoretical model linking achievement goals to discrete achievement emotions is proposed. The model posits relations between the goals of the trichotomous achievement goal framework and 8 commonlyExpand
The impact of emotions on learning and achievement : towards a theory of cognitive/motivational mediators
Cet article esquisse les grandes lignes d'une modelisation de l'influence des emotions sur la formation et la reussite des etudiants. De tels effets ont ete abordes empiriquement pour ce qui est deExpand
Confusion can be beneficial for learning.
We tested key predictions of a theoretical model positing that confusion, which accompanies a state of cognitive disequilibrium that is triggered by contradictions, conflicts, anomalies, erroneousExpand
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