Book Review     

Reinhard Wentz 《Health information and libraries journal》1996,13(1):66-67

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Students’ emotions and academic engagement: Introduction to the special issue     

Lisa Linnenbrink-Garcia  Reinhard Pekrun 《Contemporary educational psychology》2011,36(1):1-3

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MEDLINE on CD-ROM and the question of currency: a review of the effect of integration of Compact Cambridge's MEDLINE with Reference Update     

Reinhard Wentz 《Health information and libraries journal》1992,9(1):38-38

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The ideal literature search     

Reinhard Wentz 《Health information and libraries journal》1990,7(4):249-249

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How do teachers perceive cheating students? Beliefs about cues to deception and detection accuracy in the educational field     

Tamara Marksteiner  Marc-André Reinhard  Oliver Dickh?user  Siegfried Ludwig Sporer 《European Journal of Psychology of Education - EJPE》2012,27(3):329-350

The present study explores how well teacher trainees can detect liars. Moreover, a new method was applied to investigate beliefs that teacher trainees hold about liars. The results indicate that, overall, teacher trainees were not better than chance in detecting true and invented stories. Generally, participants reported to have used only a few cues for their credibility judgment, where most of these self-reported cues are stereotypical and invalid deception cues (e.g., gaze aversion). Further analyses with a Brunswikian lens model showed that the self-reported cues were good predictors of their credibility judgment but only poorly predictive for the objective truth/lie status of the statement. Practical implications of the results are discussed.  相似文献   

Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment   总被引：1，自引：0，他引：1  

Thomas Goetz  Anne C. Frenzel  Nathan C. Hall  Reinhard Pekrun 《Contemporary educational psychology》2008

The present study focused on students’ academic enjoyment as predicted by achievement in multiple academic domains. Assumptions were based on Marsh’s internal/external (I/E) frame of reference model and Pekrun’s control-value theory of achievement emotions, and were tested in a sample of 1380 German students from grades 5 to 10. Students’ academic enjoyment, self-concept, and achievement were assessed in relation to mathematics and verbal language classes. In line with assumptions of the I/E model, mathematics performance assessed in the previous academic year positively predicted enjoyment in mathematics classes, and negatively predicted enjoyment in language classes. Language class performance positively predicted enjoyment in language classes, and negatively predicted enjoyment in mathematics classes. Corroborating assumptions derived from Pekrun’s control-value theory, achievement/enjoyment relations were mediated by academic self-concepts. Despite stereotypic gender differences in mean values, linkages between constructs were invariant across genders.  相似文献   

Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES)     

Stephanie Lichtenfeld  Reinhard Pekrun  Robert H. Stupnisky  Kristina Reiss  Kou Murayama 《Learning and individual differences》2012,22(2):190-201

This article reports about the development and validation of a measurement instrument assessing elementary school students' achievement emotions (Achievement Emotions Questionnaire-Elementary School, AEQ-ES). Specifically, the instrument assesses students' enjoyment, anxiety, and boredom pertaining to three types of academic settings (i.e., attending class, doing homework, and taking tests and exams). Scale construction was based on Pekrun's (2006) control-value theory of achievement emotions. The instrument was tested using samples from German and American elementary school classrooms. The results of Study 1 (German sample) corroborate the reliability and structural validity of the new emotion measure. Moreover, they show that students' achievement emotions were linked with their control and value appraisals as well as their academic performance, thus supporting the external validity of the measure as well as propositions of Pekrun's (2006) control-value theory of achievement emotions. Study 2 (American sample) corroborated the cross-cultural equivalence of the measure and the generalizability of findings across the German and American samples. Implications for research on achievement emotions and educational practice are discussed.  相似文献   

Students' emotions during homework: Structures,self-concept antecedents,and achievement outcomes     

Thomas Goetz  Ulrike E. Nett  Sarah E. Martiny  Nathan C. Hall  Reinhard Pekrun  Swantje Dettmers  Ulrich Trautwein 《Learning and individual differences》2012,22(2):225-234

In the present study (N = 553; 8th and 11th grade students; 52% female) we investigated students' enjoyment, pride, anxiety, anger, and boredom while completing homework (homework emotions), and contrasted these emotions with those experienced during class (classroom emotions). Both homework emotions and classroom emotions were assessed separately for the domains of mathematics, physics, German, and English. Our hypotheses were based on propositions of the control-value theory of achievement emotions (Pekrun, 2006), Marsh and Ayotte's (2003) differential distinctiveness hypothesis, and previous empirical findings. In line with our assumptions, observed correlations between homework emotions and classroom emotions suggested that the emotions experienced in the two settings should be assessed separately. Within domains, both homework emotions and classroom emotions showed clear linkages with students' academic self-concept and achievement outcomes, with self-concept being slightly more strongly related to classroom emotions. Between-domain relations of emotions were significantly stronger for homework emotions as compared to classroom emotions, likely due to the relative situational homogeneity of homework settings across domains. Further, between-domain relations for emotions in both settings were weaker in 11th grade students, whereas within-domain relations did not differ as a function of age. Implications for research and educational practice are discussed.  相似文献   

The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice   总被引：6，自引：0，他引：6  

Reinhard Pekrun 《Educational Psychology Review》2006,18(4):315-341

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 the antecedents and effects of emotions experienced in achievement and academic settings. It is based on the premise that appraisals of control and values are central to the arousal of achievement emotions, including activity-related emotions such as enjoyment, frustration, and boredom experienced at learning, as well as outcome emotions such as joy, hope, pride, anxiety, hopelessness, shame, and anger relating to success or failure. Corollaries of the theory pertain to the multiplicity and domain specificity of achievement emotions; to their more distal individual and social antecedents, their effects on engagement and achievement, and the reciprocal linkages between emotions, antecedents and effects; to the regulation and development of these emotions; and to their relative universality across genders and cultures. Implications addressed concern the conceptual integration of emotion, motivation, and cognition, and the need to advance mixed-method paradigms. In closing, implications for educational practice are discussed.

Reinhard PekrunEmail:

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