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Catalogue Information
Field name	Details
Nuova numerazione	77774
Collocazione	UPS BIBL CENTR SL-II-665
Autore	PEKRUN, R.
Titolo	Achievement emotions and academic performance : longitudinal models of reciprocal effects Parte componente di periodico
Descrizione fisica	pp. 1653-1670.
Nota generale	Estratto da: Child Development 2017, 88, 5
Riassunto	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
Tipo di documento	RICERCA.
Soggetto	EMOZIONI.
	ADOLESCENTI.
	RENDIMENTO.
	MOTIVAZIONE.
	SUCCESSO.
	APPRENDIMENTO.
	IDENTITÀ DI GENERE.
	INTELLIGENZA.
	FAMIGLIA.
	STATUS ECONOMICO.
	GERMANIA.
Ambito	Sociologico
Ambito	Pedagogico
Autore Secondario	LICHTENFELD, S.
	MARSH, H. W.
	MURAYAMA, K.
	GOETZ, T.
Titolo correlato	Child Development 2017, 88, 5.
Accesso online	https://onlinelibrary.wiley.com/doi/abs/10.1111/cdev.12704
Accesso online	http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-06031-001&lang=it&site=ehost-live

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Achievement emotions and academic performance : longitudinal models of reciprocal effects