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Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects

Pekrun, R.; Lichtenfeld, S.; Marsh, H.W.; Murayama, K.; Goetz, T.

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Authors

R. Pekrun

H.W. Marsh

K. Murayama

T. Goetz



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.

Citation

Pekrun, R., Lichtenfeld, S., Marsh, H., Murayama, K., & Goetz, T. (2017). Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects. Child Development, 88(5), 1653-1670. https://doi.org/10.1111/cdev.12704

Journal Article Type Article
Acceptance Date Apr 24, 2016
Online Publication Date Feb 8, 2017
Publication Date Sep 4, 2017
Deposit Date Nov 7, 2017
Publicly Available Date Mar 29, 2024
Journal Child Development
Print ISSN 0009-3920
Electronic ISSN 1467-8624
Publisher Wiley
Peer Reviewed Peer Reviewed
Volume 88
Issue 5
Pages 1653-1670
DOI https://doi.org/10.1111/cdev.12704
Related Public URLs http://centaur.reading.ac.uk/65981/

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Copyright Statement
This is the accepted version of the following article: Pekrun, R., Lichtenfeld, S., Marsh, H.W., Murayama, K. & Goetz, T. (2017). Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects. Child Development 88(5): 1653-1670, which has been published in final form at https://doi.org/10.1111/cdev.12704. This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.




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