Professor Reinhard Pekrun
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Email
rp19684@essex.ac.uk -
Telephone
+44 (0) 1206 872575
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Location
4.709, Colchester Campus
Profile
Biography
Reinhard Pekrun is Professor of Psychology at the University of Essex, United Kingdom, and Professorial Fellow at the Institute for Positive Psychology and Education, Australian Catholic University, Sydney. His research areas include achievement emotion and motivation, personality development, and psychological assessment and evaluation. Pekrun pioneered research on emotions in achievement settings and originated the Control-Value Theory of Achievement Emotions. He has published more than 350 books, articles, and chapters, and is listed among the top twenty currently most highly cited researchers in the social sciences. Pekrun is a Fellow of the Association for Psychological Science, the Society for Personality and Social Psychology, the American Educational Research Association, and the International Academy of Education. He served as President of the Stress and Anxiety Research Society and Vice-President for Research at the University of Munich. Pekrun received the 2015 John G. Diefenbaker Award from the Canada Council which acknowledges outstanding research accomplishments across fields in the humanities and social sciences. He is also the recipient of the Sylvia Scribner Award 2017 (AERA, Division C), the EARLI Oeuvre Award 2017 (European Association for Research on Learning and Instruction), and the Lifetime Achievement Award 2018 of the German Psychological Society.
Qualifications
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Habilitation University of Munich, (1986)
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PhD University of Munich, (1982)
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Dipl.-Psych. (equivalent to M.Sc.) Technical University of Braunschweig, University of Tübingen, (1977)
Appointments
University of Essex
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Professor, Department of Psychology (2019 - present)
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Director of Employability, Department of Psychology (2021 - present)
Other academic
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Professorial Fellow, Australian Catholic University (2017 - present)
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Professor and Research Chair, Department of Psychology, University of Munich (2001 - 2019)
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Chair of University Advisory Board, University of Munich (2010 - 2019)
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Honorary Professor, Australian Catholic University (2015 - 2016)
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Vice-President for Research, University of Munich (2007 - 2009)
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Associate Director, Department of Psychology, University of Munich (2002 - 2007)
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Member of Senate, University of Munich (2002 - 2007)
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Director, Institute of Educational Psychology, University of Munich (2001 - 2002)
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Dean, Faculty of Psychology and Education, University of Regensburg (2000 - 2001)
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Associate Dean, Faculty of Psychology and Education, University of Regensburg (1998 - 2000)
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Full Professor, Institute of Psychology, University of Regensburg (1994 - 2001)
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Director, Institute of Psychology, University of Regensburg (1992 - 1994)
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Associate Professor, Institute of Psychology, University of Regensburg (1991 - 1994)
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Interim Professor, Universities of Heidelberg & Frankfurt a.M. (1988 - 1991)
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Assistant Professor, Institute of Psychology, University of Munich (1982 - 1988)
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Graduate Assistant, Universities of Bochum & Munich (1977 - 1982)
Research and professional activities
Conferences and presentations
Symposium "Putting tasks under the microscope: Task features triggering emotions and modulating their effects on learning"
annual meeting of the American Educational Research Association, Chicago, IL, 4/2023
Emotional and metacognitive processes in technology-based learning: Challenges and future directions.
Invited presentation, EARLI conference “SIG Metacognition Meets SIG Motivation and Emotion, Dresden, Germany, 8/2022
Control-Value Theory: State of the Art, Challenges, and New Directions
Invited presentation, Keynote presentation, 17th European Congress of Psychology (ECP), Ljubljana, Slovenia, 6/7/2022
Emotion in education: State of the art, challenges, and future directions
Invited presentation, Keynote presentation, Annual Meeting of the Netherlands Educational Research Association and the Flemish Forum for Educational Research, Utrecht / online, The Netherlands, 7/2021
Teaching and supervision
Current teaching responsibilities
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Experiencing Emotion (PS103)
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Introduction to Personal Development and Employability (PS117)
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Applied Psychology (PS118)
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Enhancing employability and career planning (PS417)
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Advanced employability skills and career progression (PS492)
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The Psychology of (Self)-Improvement (PS515)
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Psychology in the Real World (PS516)
Current supervision
Publications
Publications (3)
Stockinger, K., Dresel, M., Marsh, H. and Pekrun, R., (2024). Strategies for Regulating Achievement Emotions: Conceptualization and Relations with University Students’ Emotions, Well-Being, and Health
Stockinger, K., Vogl, E. and Pekrun, R., (2023). The School-Related Well-Being Scale (SWBS): A brief and reliable measure of students’ overall psychological well-being (User’s manual)
Lavelle-Hill, RE., Frenzel, AC., Goetz, T., Lichtenfeld, S., Marsh, H., Pekrun, R., Sakaki, M., Smith, G. and Murayama, K., (2023). How the Predictors of Math Achievement Change over Time: A Longitudinal Machine Learning Approach
Journal articles (202)
Pekrun, R., Self-Report is Indispensable to Assess Students’ Learning. Frontline Learning Research. 8 (3), 185-193
Danielson, RW., Sinatra, GM., Trevors, G., Muis, KR., Pekrun, R. and Heddy, BC., Can multiple texts prompt causal thinking? The role of epistemic emotions.. The Journal of Experimental Education
Pekrun, R., Brief Use of Behavioral Activation Features Predicts Benefits of Self-help App on Depression Symptoms: Secondary Analysis of a Selective Prevention Trial in Young People. Journal of Consulting and Clinical Psychology
Sakaki, M., Murayama, K., Frenzel, AC., Goetz, T., Marsh, HW., Lichtenfeld, S. and Pekrun, R., (2024). Developmental Trajectories of Achievement Emotions in Mathematics During Adolescence. Child Development. 95 (1), 276-295
Frenzel, AC., Dindar, M., Pekrun, R., Reck, C. and Marx, AKG., (2024). Joy is reciprocally transmitted between teachers and students: Evidence on facial mimicry in the classroom. Learning and Instruction. 91, 101896-101896
Pekrun, R., (2024). Overcoming Fragmentation in Motivation Science: Why, When, and How Should We Integrate Theories?. Educational Psychology Review. 36 (1)
Marsh, HW., Guo, J., Pekrun, R., Lüdtke, O. and Núñez-Regueiro, F., (2024). Cracking Chicken-Egg Conundrums: Juxtaposing Contemporaneous and Lagged Reciprocal Effects Models of Academic Self-Concept and Achievement’s Directional Ordering. Educational Psychology Review. 36 (2)
Putwain, DW., Daumiller, M., Hussain, T. and Pekrun, R., (2024). Revisiting the relation between academic buoyancy and coping: A network analysis. Contemporary Educational Psychology. 78, 102283-102283
Schwartze, MM., Frenzel, AC., Goetz, T., Lohbeck, A., Bednorz, D., Kleine, M. and Pekrun, R., (2024). Boredom due to being over‐ or under‐challenged in mathematics: A latent profile analysis. British Journal of Educational Psychology. 94 (3), 947-958
Pekrun, R., (2024). Control-Value Theory: From Achievement Emotion to a General Theory of Human Emotions. Educational Psychology Review. 36 (3)
Oakley, CM., Pekrun, R. and Stoet, G., (2024). Sex differences of school grades in childhood and adolescence: A longitudinal analysis. Intelligence. 107, 101857-101857
Hu, Y., Elliot, AJ., Wouters, P., van der Schaaf, M., Kester, L. and Pekrun, R., (2024). Effects of peers’ emotions on students’ emotions, achievement goals, mental effort, and performance.. Journal of Educational Psychology. 116 (7), 1283-1299
Lavelle-Hill, R., Frenzel, AC., Goetz, T., Lichtenfeld, S., Marsh, HW., Pekrun, R., Sakaki, M., Smith, G. and Murayama, K., (2024). How the predictors of math achievement change over time: A longitudinal machine learning approach.. Journal of Educational Psychology. 116 (8), 1383-1403
Pekrun, R., Marsh, HW., Suessenbach, F., Frenzel, AC. and Goetz, T., (2023). School grades and students’ emotions: Longitudinal models of within-person reciprocal effects. Learning and Instruction. 83, 101626-101626
Marsh, HW., Pekrun, R., Dicke, T., Guo, J., Parker, PD. and Basarkod, G., (2023). Disentangling the Long-term Positive Effects of School-Average SES and Negative Effects of School-Average Achievement: A Substantive-Methodological Synergy. Educational Psychology Review. 35 (3)
Danielson, RW., Sinatra, GM., Trevors, G., Muis, KR., Pekrun, R. and Heddy, BC., (2023). Can Multiple Texts Prompt Causal Thinking? The Role of Epistemic Emotions. Journal of Experimental Education. 91 (4), 621-635
Bieleke, M., Goetz, T., Yanagida, T., Botes, E., Frenzel, AC. and Pekrun, R., (2023). Measuring emotions in mathematics: the Achievement Emotions Questionnaire—Mathematics (AEQ-M). ZDM: The International Journal on Mathematics Education. 55 (2), 269-284
Shao, K., Stockinger, K., Pekrun, R. and Marsh, HW., (2023). Applying Control-Value Theory for Examining Multiple Emotions in Second Language Classrooms: Validating the Achievement Emotions Questionnaire-Second Language Learning. Language Teaching Research, 136216882211444-136216882211444
Marsh, HW., Reeve, J., Guo, J., Pekrun, R., Parada, R., Parker, P., Basarkod, G., Craven, R., Jang, H., Dicke, T., Ciarocci, J., Baljinder, S., Devine, E. and Cheon, S., (2023). Overcoming Limitations in Peer Victimization Research that Impede Successful Intervention: Challenges and New Directions. Perspectives on Psychological Science. 18 (4), 812-828
Schubert, S., Pekrun, R. and Ufer, S., (2023). The role of epistemic emotions in undergraduate students’ proof construction. ZDM: The International Journal on Mathematics Education. 55 (2), 299-314
Pekrun, R., (2023). Mind and body in students' and teachers' engagement: New evidence, challenges, and guidelines for future research. British Journal of Educational Psychology. 93 (S1), 227-238
Pekrun, R., Marsh, HW., Elliot, AJ., Loderer, K., Perry, RP., Elisabeth, V., Goetz, T., Van Tilburg, WAP., Lüdtke, O. and Vispoel, W., (2023). A Three-Dimensional Taxonomy of Achievement Emotions. Journal of Personality and Social Psychology. 124 (1), 145-178
Bardach, L., Yanagida, T., Goetz, T., Jach, H. and Pekrun, R., (2023). Self-Regulated and Externally Regulated Learning in Adolescence: Developmental Trajectories and Relations with Teacher Behavior, Parent Behavior, and Academic Achievement. Developmental Psychology. 59 (7), 1327-1345
Beaumont, J., Putwain, DW., Gallard, D., Elizabeth, E., Marsh, HW. and Pekrun, R., (2023). Students’ Emotion Regulation and School-Related Wellbeing: Longitudinal Models Juxtaposing Between- and Within-Person Perspectives. Journal of Educational Psychology. 115 (7), 932-950
Schukajlow, S., Rakoczy, K. and Pekrun, R., (2023). Emotions and Motivation in Mathematics Education: Where We are Today and Where We Need to Go. ZDM: The International Journal on Mathematics Education. 55 (2), 249-267
Basarkod, G., Marsh, HW., Guo, J., Parker, PD., Dicke, T. and Pekrun, R., (2023). The Happy-Fish-Little-Pond Effect on Enjoyment: Generalizability Across Multiple Domains and Countries. Learning and Instruction. 85, 101733-101733
Marsh, HW., Lüdtke, O., Pekrun, R., Parker, PD., Murayama, K., Guo, J., Basarkod, G., Dicke, T., Donald, JN. and Morin, AJS., (2023). School Leaders’ Self-Efficacy and Job Satisfaction Over Nine Annual Waves: A Substantive-Methodological Synergy Juxtaposing Competing Models of Directional Ordering. Contemporary Educational Psychology. 73, 102170-102170
Marsh, HW., Pekrun, R., Guo, J., Hattie, J. and Karin, E., (2023). Too Much of a Good Thing Might Be Bad: the Double-Edged Sword of Parental Aspirations and the Adverse Effects of Aspiration-Expectation Gaps. Educational Psychology Review. 35 (2)
Marsh, HW., Guo, J., Parker, PD., Pekrun, R., Basarkod, G., Dicke, T., Parada, RH., Reeve, J., Craven, R., Ciarrochi, J., Sahdra, B. and Devine, EK., (2023). Peer Victimization: an Integrative Review and Cross-National Test of a Tripartite Model. Educational Psychology Review. 35 (2)
Goetz, T., Bieleke, M., Yanagida, T., Krannich, M., Roos, A-L., Frenzel, AC., Lipnevich, AA. and Pekrun, R., (2023). Test Boredom: Exploring a Neglected Emotion. Journal of Educational Psychology. 115 (7), 911-931
Putwain, DW., Symes, W., Marsh-Henry, Z., Marsh, HW. and Pekrun, R., (2023). COVID-19 Meets Control-Value Theory: Emotional Reactions to Canceled High-Stakes Examinations. Learning and Individual Differences. 105, 102319-102319
Goetz, T., Gogol, K., Pekrun, R., Lipnevich, AA., Becker, ES., Krannich, M. and Sticca, F., (2023). Our individual order of things directs how we think we feel. Cognition and Emotion. 37 (5), 990-996
Muis, KR., Sinatra, GM., Pekrun, R., Kendeou, P., Mason, L., Jacobson, NG., Van Tilburg, WAP., Orcutt, E., Zaccoletti, S. and Losenno, KM., (2023). Corrigendum: Flattening the COVID-19 curve: Emotions mediate the effects of a persuasive message on preventive action. Frontiers in Psychology. 14, 1148252-
Pekrun, R., (2022). Emotions in Reading and Learning from Texts: Progress and Open Problems. Discourse Processes. 59 (1-2), 116-125
Niepel, C., Marsh, HW., Guo, J., Pekrun, R. and Möller, J., (2022). Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson: An experience-sampling study.. Journal of Educational Psychology. 114 (6), 1380-1393
Lichtenfeld, S., Pekrun, R., Marsh, HW., Nett, UE. and Reiss, K., (2022). Achievement Emotions and Elementary School Children’s Academic Performance: Longitudinal Models of Developmental Ordering. Journal of Educational Psychology. 115 (4), 552-570
Guo, J., Hu, X., Marsh, HW. and Pekrun, R., (2022). Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 societies.. Journal of Educational Psychology. 114 (4), 734-751
Putwain, DW., Wood, P. and Pekrun, R., (2022). Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy.. Journal of Educational Psychology. 114 (1), 108-126
Marsh, HW., Pekrun, R. and Lüdtke, O., (2022). Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives. Educational Psychology Review. 34 (4), 2697-2744
Van Tilburg, WAP., Pekrun, R. and Igou, ER., (2022). Consumed by Boredom: Food Choice Motivation and Weight Changes during the COVID-19 Pandemic. Behavioral Sciences. 12 (10), 366-366
Graham, MC., Husman, J., Pekrun, R., Villanueva, I. and Christensen, D., (2022). The dynamic experience of taking an examination: Ever changing cortisol and expectancy for success.. British Journal of Educational Psychology. 93 (S1), 195-210
Muis, KR., Sinatra,, GM., Pekrun, R., Kendeou, P., Mason, L., Jacobs, N., Van Tilburg, W., Orcutt, E., Zaccoletti, S. and Losenno, KM., (2022). Flattening the COVID-19 curve: Emotions mediate the effects of a persuasive message on preventive action. Frontiers in Psychology. 13, 1047241-
Forsblom, L., Pekrun, R., Loderer, K. and Peixoto, F., (2022). Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis.. Journal of Educational Psychology. 114 (2), 346-367
Pekrun, R. and Marsh, HW., (2022). Research on situated motivation and emotion: Progress and open problems. Learning and Instruction. 81, 101664-101664
Roos, A-L., Goetz, T., Voracek, M., Krannich, M., Bieg, M., Jarrell, A. and Pekrun, R., (2021). Test Anxiety and Physiological Arousal: A Systematic Review and Meta-Analysis. Educational Psychology Review. 33 (2), 579-618
Schwartze, MM., Frenzel, AC., Goetz, T., Pekrun, R., Reck, C., Marx, AKG. and Fiedler, D., (2021). Boredom Makes Me Sick: Adolescents' Boredom Trajectories and Their Health-Related Quality of Life.. International Journal of Environmental Research and Public Health. 18 (12), 6308-6308
Putwain, DW., Schmitz, EA., Wood, P. and Pekrun, R., (2021). The role of achievement emotions in primary school mathematics: Control–value antecedents and achievement outcomes. British Journal of Educational Psychology. 91 (1), 347-367
Goetz, T., Bieleke, M., Gogol, K., van Tartwijk, J., Mainhard, T., Lipnevich, AA. and Pekrun, R., (2021). Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions. Learning and Instruction. 71, 101349-101349
Bieleke, M., Gogol, K., Goetz, T., Daniels, L. and Pekrun, R., (2021). The AEQ-S: A short version of the Achievement Emotions Questionnaire. Contemporary Educational Psychology. 65, 101940-101940
Camacho-Morles, J., Slemp, GR., Pekrun, R., Loderer, K., Hou, H. and Oades, LG., (2021). Activity Achievement Emotions and Academic Performance: A Meta-analysis. Educational Psychology Review. 33 (3), 1051-1095
Hofmans, J., Morin, AJS., Breitsohl, H., Ceulemans, E., Chénard-Poirier, LA., Driver, CC., Fernet, C., Gagné, M., Gillet, N., González-Romá, V., Grimm, KJ., Hamaker, EL., Hau, K-T., Houle, SA., Howard, JL., Kline, RB., Kuijpers, E., Leyens, T., Litalien, D., Mäkikangas, A., Marsh, HW., McLarnon, MJW., Meyer, JP., Navarro, J., Olivier, E., O’Neill, TA., Pekrun, R., Salmela-Aro, K., Solinger, ON., Sonnentag, S., Tay, L., Tóth-Király, I., Vallerand, RJ., Vandenberghe, C., van Rossenberg, YGT., Vantilborgh, T., Vergauwe, J., Vullinghs, JT., Wang, M., Wen, Z. and Wille, B., (2021). The baby and the bathwater: On the need for substantive–methodological synergy in organizational research. Industrial and Organizational Psychology. 14 (4), 497-504
Marsh, HW., Xu, KM., Parker, PD., Hau, K-T., Pekrun, R., Elliot, A., Guo, J., Dicke, T. and Basarkod, G., (2021). Moderation of the Big-Fish-Little-Pond Effect: Juxtaposition of Evolutionary (Darwinian-Economic) and Achievement Motivation Theory Predictions Based on a Delphi Approach. Educational Psychology Review. 33 (4), 1353-1378
Pekrun, R., (2021). Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable. Educational Psychologist. 56 (4), 312-322
Parker, PC., Perry, RP., Hamm, JM., Chipperfield, JG., Pekrun, R., Dryden, RP., Daniels, LM. and Tze, VMC., (2021). A motivation perspective on achievement appraisals, emotions, and performance in an online learning environment. International Journal of Educational Research. 108, 101772-101772
Lajoie, SP., Pekrun, R., Azevedo, R. and Leighton, JP., (2020). Understanding and measuring emotions in technology-rich learning environments. Learning and Instruction. 70, 101272-101272
Thacker, I., Sinatra, GM., Muis, KR., Danielson, RW., Pekrun, R., Winne, PH. and Chevrier, M., (2020). Using persuasive refutation texts to prompt attitudinal and conceptual change.. Journal of Educational Psychology. 112 (6), 1085-1099
Marsh, HW., Parker, PD., Guo, J., Pekrun, R. and Basarkod, G., (2020). Psychological Comparison Processes and Self–Concept in Relation to Five Distinct Frame–Of–Reference Effects: Pan–Human Cross–Cultural Generalizability over 68 Countries. European Journal of Personality. 34 (2), 180-202
Tracey, D., Morin, AJS., Pekrun, R., Arens, AK., Murayama, K., Lichtenfeld, S., Frenzel, AC., Goetz, T. and Maïano, C., (2020). Mathematics Motivation in Students With Low Cognitive Ability: A Longitudinal Study of Motivation and Relations With Effort, Self-Regulation, and Grades. American Journal on Intellectual and Developmental Disabilities. 125 (2), 125-147
Loderer, K., Gentsch, K., Duffy, MC., Zhu, M., Xie, X., Chavarría, JA., Vogl, E., Soriano, C., Scherer, KR. and Pekrun, R., (2020). Are concepts of achievement-related emotions universal across cultures? A semantic profiling approach. Cognition and Emotion. 34 (7), 1480-1488
Frenzel, AC., Fiedler, D., Marx, AKG., Reck, C. and Pekrun, R., (2020). Who Enjoys Teaching, and When? Between- and Within-Person Evidence on Teachers’ Appraisal-Emotion Links. Frontiers in Psychology. 11, 1092-
Shao, K., Pekrun, R., Marsh, HW. and Loderer, K., (2020). Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis. Learning and Instruction. 69, 101356-101356
Guo, J., HU, X., Marsh, H. and Pekrun, R., (2020). Knowing “What Is Science” Boosts Students’ Science Learning Globally
Newbold, A., Warren, FC., Taylor, RS., Hulme, C., Burnett, S., Aas, B., Botella, C., Burkhardt, F., Ehring, T., Fontaine, JRJ., Frost, M., Garcia-Palacios, A., Greimel, E., Hoessle, C., Hovasapian, A., Huyghe, VEI., Lochner, J., Molinari, G., Pekrun, R., Platt, B., Rosenkranz, T., Scherer, KR., Schlegel, K., Schulte-Korne, G., Suso, C., Voigt, V. and Watkins, ER., (2020). Promotion of mental health in young adults via mobile phone app: study protocol of the ECoWeB (emotional competence for well-being in Young adults) cohort multiple randomised trials. BMC Psychiatry. 20 (1), 458-
Schwartze, MM., Frenzel, AC., Goetz, T., Marx, AKG., Reck, C., Pekrun, R. and Fiedler, D., (2020). Excessive boredom among adolescents: A comparison between low and high achievers. PLOS ONE. 15 (11), e0241671-e0241671
Loderer, K., Pekrun, R. and Lester, JC., (2020). Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments. Learning and Instruction. 70, 101162-101162
Duffy, MC., Lajoie, SP., Pekrun, R. and Lachapelle, K., (2020). Emotions in medical education: Examining the validity of the Medical Emotion Scale (MES) across authentic medical learning environments. Learning and Instruction. 70, 101150-101150
Vogl, E., Pekrun, R., Murayama, K. and Loderer, K., (2020). Surprised-curious-confused: Epistemic emotions and knowledge exploration.. Emotion. 20 (4), 625-641
Thacker, I., Sinatra, GM., Muis, KR., Danielson, RW., Pekrun, R., Winne, PH. and Chevrier, M., (2020). Using Persuasive Refutation Texts to Prompt Attitudinal an Conceptual Change. JOURNAL OF EDUCATIONAL PSYCHOLOGY. 112 (6), 1085-1099
Pekrun, R., (2019). Inquiry on emotions in higher education: progress and open problems. Studies in Higher Education. 44 (10), 1806-1811
Stupnisky, RH., Hall, NC. and Pekrun, R., (2019). Faculty enjoyment, anxiety, and boredom for teaching and research: instrument development and testing predictors of success. Studies in Higher Education. 44 (10), 1712-1722
Shao, K., Pekrun, R. and Nicholson, LJ., (2019). Emotions in classroom language learning: What can we learn from achievement emotion research?. System. 86, 102121-102121
Stupnisky, RH., Hall, NC. and Pekrun, R., (2019). The Emotions of Pretenure Faculty: Implications for Teaching and Research Success. The Review of Higher Education. 42 (4), 1489-1526
Chevrier, M., Muis, KR., Trevors, GJ., Pekrun, R. and Sinatra, GM., (2019). Exploring the antecedents and consequences of epistemic emotions. Learning and Instruction. 63, 101209-101209
Marsh, HW., Parker, PD. and Pekrun, R., (2019). Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students. European Psychologist. 24 (3), 231-242
Camacho-Morles, J., Slemp, GR., Oades, LG., Pekrun, R. and Morrish, L., (2019). Relative incidence and origins of achievement emotions in computer-based collaborative problem-solving: A control-value approach. Computers in Human Behavior. 98, 41-49
Putwain, DW., Nicholson, LJ., Pekrun, R., Becker, S. and Symes, W., (2019). Expectancy of success, attainment value, engagement, and Achievement: A moderated mediation analysis. Learning and Instruction. 60, 117-125
Harley, JM., Pekrun, R., Taxer, JL. and Gross, JJ., (2019). Emotion Regulation in Achievement Situations: An Integrated Model. Educational Psychologist. 54 (2), 106-126
Marsh, HW., Pekrun, R., Parker, PD., Murayama, K., Guo, J., Dicke, T. and Arens, AK., (2019). The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies.. Journal of Educational Psychology. 111 (2), 331-353
Pekrun, R., Murayama, K., Marsh, HW., Goetz, T. and Frenzel, AC., (2019). Happy fish in little ponds: Testing a reference group model of achievement and emotion.. Journal of Personality and Social Psychology. 117 (1), 166-185
Kaufmann, M., Goetz, T., Lipnevich, AA. and Pekrun, R., (2019). Do positive illusions of control foster happiness?. Emotion. 19 (6), 1014-1022
Vogl, E., Pekrun, R., Murayama, K., Loderer, K. and Schubert, S., (2019). Surprise, Curiosity, and Confusion Promote Knowledge Exploration: Evidence for Robust Effects of Epistemic Emotions. Frontiers in Psychology. 10, 2474-
Pekrun, R., (2019). The Murky Distinction Between Curiosity and Interest: State of the Art and Future Prospects. Educational Psychology Review. 31 (4), 905-914
Putwain, DW., Pekrun, R., Nicholson, LJ., Symes, W., Becker, S. and Marsh, HW., (2018). Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis. American Educational Research Journal. 55 (6), 1339-1368
Muis, KR., Sinatra, GM., Pekrun, R., Winne, PH., Trevors, G., Losenno, KM. and Munzar, B., (2018). Main and moderator effects of refutation on task value, epistemic emotions, and learning strategies during conceptual change☆. Contemporary Educational Psychology. 55, 155-165
(2018). Corrigendum. Discourse Processes. 55 (8), x-x
Dicke, T., Marsh, HW., Parker, PD., Pekrun, R., Guo, J. and Televantou, I., (2018). Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects.. Journal of Educational Psychology. 110 (8), 1112-1126
Haager, JS., Kuhbandner, C. and Pekrun, R., (2018). To Be Bored or Not To Be Bored—How Task‐Related Boredom Influences Creative Performance. The Journal of Creative Behavior. 52 (4), 297-304
Frenzel, AC., Becker-Kurz, B., Pekrun, R., Goetz, T. and Lüdtke, O., (2018). Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment.. Journal of Educational Psychology. 110 (5), 628-639
Buechner, VL., Pekrun, R. and Lichtenfeld, S., (2018). The Achievement Pride Scales (APS). European Journal of Psychological Assessment. 34 (3), 181-192
Putwain, DW., Becker, S., Symes, W. and Pekrun, R., (2018). Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time. Learning and Instruction. 54, 73-81
Chipperfield, JG., Perry, RP., Pekrun, R., Hamm, JM. and Lang, FR., (2018). Paradoxical Effects of Perceived Control on Survival. The Journals of Gerontology: Series B. 73 (7), 1166-1174
Marsh, HW., Pekrun, R., Murayama, K., Arens, AK., Parker, PD., Guo, J. and Dicke, T., (2018). An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years.. Developmental Psychology. 54 (2), 263-280
Gentsch, K., Loderer, K., Soriano, C., Fontaine, JRJ., Eid, M., Pekrun, R. and Scherer, KR., (2018). Effects of achievement contexts on the meaning structure of emotion words. Cognition and Emotion. 32 (2), 379-388
Pekrun, R., Muis, KR., Frenzel, AC. and Goetz, T., (2017). Emotions at School. Emotions at School, 1-169
Pekrun, R., (2017). Emotion and Achievement During Adolescence. Child Development Perspectives. 11 (3), 215-221
Arens, AK., Marsh, HW., Pekrun, R., Lichtenfeld, S., Murayama, K. and vom Hofe, R., (2017). Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.. Journal of Educational Psychology. 109 (5), 621-634
Pekrun, R., Vogl, E., Muis, KR. and Sinatra, GM., (2017). Measuring emotions during epistemic activities: the Epistemically-Related Emotion Scales. Cognition and Emotion. 31 (6), 1268-1276
Marsh, HW., Pekrun, R., Parker, PD., Murayama, K., Guo, J., Dicke, T. and Lichtenfeld, S., (2017). Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores.. Journal of Educational Psychology. 109 (3), 425-438
Pekrun, R., Lichtenfeld, S., Marsh, HW., Murayama, K. and Goetz, T., (2017). Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects. Child Development. 88 (5), 1653-1670
Trevors, GJ., Muis, KR., Pekrun, R., Sinatra, GM. and Muijselaar, MML., (2017). Exploring the relations between epistemic beliefs, emotions, and learning from texts. Contemporary Educational Psychology. 48, 116-132
Lauermann, F., Eccles, JS. and Pekrun, R., (2017). Why do children worry about their academic achievement? An expectancy-value perspective on elementary students’ worries about their mathematics and reading performance. ZDM. 49 (3), 339-354
Schukajlow, S., Rakoczy, K. and Pekrun, R., (2017). Emotions and motivation in mathematics education: theoretical considerations and empirical contributions. ZDM. 49 (3), 307-322
Butz, NT., Stupnisky, RH., Pekrun, R., Jensen, JL. and Harsell, DM., (2016). The Impact of Emotions on Student Achievement in Synchronous Hybrid Business and Public Administration Programs: A Longitudinal Test of Control‐Value Theory*. Decision Sciences Journal of Innovative Education. 14 (4), 441-474
Linnenbrink-Garcia, L., Patall, EA. and Pekrun, R., (2016). Adaptive Motivation and Emotion in Education. Policy Insights from the Behavioral and Brain Sciences. 3 (2), 228-236
Murayama, K., Pekrun, R., Suzuki, M., Marsh, HW. and Lichtenfeld, S., (2016). Don’t aim too high for your kids: Parental overaspiration undermines students’ learning in mathematics.. Journal of Personality and Social Psychology. 111 (5), 766-779
Trevors, GJ., Muis, KR., Pekrun, R., Sinatra, GM. and Winne, PH., (2016). Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect. Discourse Processes. 53 (5-6), 339-370
Spachtholz, P., Kuhbandner, C. and Pekrun, R., (2016). Affect influences feature binding in memory: Trading between richness and strength of memory representations.. Emotion. 16 (7), 1067-1073
Frenzel, AC., Pekrun, R., Goetz, T., Daniels, LM., Durksen, TL., Becker-Kurz, B. and Klassen, RM., (2016). Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES). Contemporary Educational Psychology. 46, 148-163
Marsh, HW., Pekrun, R., Lichtenfeld, S., Guo, J., Arens, AK. and Murayama, K., (2016). Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept.. Developmental Psychology. 52 (8), 1273-1290
Lee, M., Pekrun, R., Taxer, JL., Schutz, PA., Vogl, E. and Xie, X., (2016). Teachers’ emotions and emotion management: integrating emotion regulation theory with emotional labor research. Social Psychology of Education. 19 (4), 843-863
(2016). Corrigendum: Correction to Supporting Information. Child Development. 87 (5), 1646-1646
Xie, X., Mulej Bratec, S., Schmid, G., Meng, C., Doll, A., Wohlschläger, A., Finke, K., Förstl, H., Zimmer, C., Pekrun, R., Schilbach, L., Riedl, V. and Sorg, C., (2016). How do you make me feel better? Social cognitive emotion regulation and the default mode network. NeuroImage. 134, 270-280
Stupnisky, RH., Pekrun, R. and Lichtenfeld, S., (2016). New faculty members' emotions: a mixed-method study†. Studies in Higher Education. 41 (7), 1167-1188
Chipperfield, JG., Perry, RP., Pekrun, R., Barchfeld, P., Lang, FR. and Hamm, JM., (2016). The Paradoxical Role of Perceived Control in Late Life Health Behavior. PLOS ONE. 11 (3), e0148921-e0148921
Goetz, T., Sticca, F., Pekrun, R., Murayama, K. and Elliot, AJ., (2016). Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach. Learning and Instruction. 41, 115-125
Butz, NT., Stupnisky, RH. and Pekrun, R., (2015). Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: a control-value approach. Research in Learning Technology. 23 (1)
Kuhbandner, C., Spitzer, B., Lichtenfeld, S. and Pekrun, R., (2015). Differential binding of colors to objects in memory: red and yellow stick better than blue and green. Frontiers in Psychology. 6 (MAR), 231-
Muis, KR., Pekrun, R., Sinatra, GM., Azevedo, R., Trevors, G., Meier, E. and Heddy, BC., (2015). The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning. Learning and Instruction. 39, 168-183
Peixoto, F., Mata, L., Monteiro, V., Sanches, C. and Pekrun, R., (2015). The Achievement Emotions Questionnaire: Validation for Pre-Adolescent Students. European Journal of Developmental Psychology. 12 (4), 472-481
Frenzel, AC., Becker-Kurz, B., Pekrun, R. and Goetz, T., (2015). Teaching This Class Drives Me Nuts! - Examining the Person and Context Specificity of Teacher Emotions. PLOS ONE. 10 (6), e0129630-e0129630
Pekrun, R., Hall, NC., Goetz, T. and Perry, RP., (2014). Boredom and academic achievement: Testing a model of reciprocal causation.. Journal of Educational Psychology. 106 (3), 696-710
Artino, AR. and Pekrun, R., (2014). Using Control-Value Theory to Understand Achievement Emotions in Medical Education. Academic Medicine. 89 (12), 1696-1696
Spachtholz, P., Kuhbandner, C. and Pekrun, R., (2014). Negative affect improves the quality of memories: Trading capacity for precision in sensory and working memory.. Journal of Experimental Psychology: General. 143 (4), 1450-1456
Goetz, T., Frenzel, AC., Hall, NC., Nett, UE., Pekrun, R. and Lipnevich, AA., (2014). Types of boredom: An experience sampling approach. Motivation and Emotion. 38 (3), 401-419
Murayama, K., Pekrun, R. and Fiedler, K., (2014). Research Practices That Can Prevent an Inflation of False-Positive Rates. Personality and Social Psychology Review. 18 (2), 107-118
Haager, JS., Kuhbandner, C. and Pekrun, R., (2014). Overcoming fixed mindsets: The role of affect. Cognition and Emotion. 28 (4), 756-767
Sakaki, M., Kuhbandner, C., Mather, M. and Pekrun, R., (2014). Memory suppression can help people “unlearn” behavioral responses—but only for nonemotional memories. Psychonomic Bulletin & Review. 21 (1), 136-141
Pekrun, R., Cusack, A., Murayama, K., Elliot, AJ. and Thomas, K., (2014). The power of anticipated feedback: Effects on students' achievement goals and achievement emotions. Learning and Instruction. 29, 115-124
D’Mello, S., Lehman, B., Pekrun, R. and Graesser, A., (2014). Confusion can be beneficial for learning. Learning and Instruction. 29, 153-170
(2014). Frontline Learning Research. Frontline Learning Research. 2 (3), 28-45
Murayama, K., Pekrun, R., Lichtenfeld, S. and vom Hofe, R., (2013). Predicting Long‐Term Growth in Students' Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies. Child Development. 84 (4), 1475-1490
Maier, MA., Elliot, AJ., Lee, B., Lichtenfeld, S., Barchfeld, P. and Pekrun, R., (2013). The influence of red on impression formation in a job application context. Motivation and Emotion. 37 (3), 389-401
Goetz, T., Bieg, M., Lüdtke, O., Pekrun, R. and Hall, NC., (2013). Do Girls Really Experience More Anxiety in Mathematics?. Psychological Science. 24 (10), 2079-2087
Kuhbandner, C. and Pekrun, R., (2013). Joint effects of emotion and color on memory.. Emotion. 13 (3), 375-379
Kuhbandner, C. and Pekrun, R., (2013). Affective State Influences Retrieval-Induced Forgetting for Integrated Knowledge. PLoS ONE. 8 (2), e56617-e56617
Frenzel, AC., Pekrun, R., Dicke, A-L. and Goetz, T., (2012). Beyond quantitative decline: Conceptual shifts in adolescents' development of interest in mathematics.. Developmental Psychology. 48 (4), 1069-1082
Lichtenfeld, S., Elliot, AJ., Maier, MA. and Pekrun, R., (2012). Fertile Green. Personality and Social Psychology Bulletin. 38 (6), 784-797
Goetz, T., Nett, UE., Martiny, SE., Hall, NC., Pekrun, R., Dettmers, S. and Trautwein, U., (2012). Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences. 22 (2), 225-234
Lichtenfeld, S., Pekrun, R., Stupnisky, RH., Reiss, K. and Murayama, K., (2012). Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES). Learning and Individual Differences. 22 (2), 190-201
Schukajlow, S., Leiss, D., Pekrun, R., Blum, W., Müller, M. and Messner, R., (2012). Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations. Educational Studies in Mathematics. 79 (2), 215-237
Kunter, M., Frenzel, A., Nagy, G., Baumert, J. and Pekrun, R., (2011). Teacher enthusiasm: Dimensionality and context specificity. Contemporary Educational Psychology. 36 (4), 289-301
Elliot, AJ., Murayama, K. and Pekrun, R., (2011). A 3 × 2 achievement goal model.. Journal of Educational Psychology. 103 (3), 632-648
Kuhbandner, C., Lichtenfeld, S. and Pekrun, R., (2011). Always look on the broad side of life: Happiness increases the breadth of sensory memory.. Emotion. 11 (4), 958-964
Kuhbandner, C., Spitzer, B. and Pekrun, R., (2011). Read-Out of Emotional Information From Iconic Memory. Psychological Science. 22 (5), 695-700
Linnenbrink-Garcia, L. and Pekrun, R., (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology. 36 (1), 1-3
Pekrun, R., Goetz, T., Frenzel, AC., Barchfeld, P. and Perry, RP., (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology. 36 (1), 36-48
Dettmers, S., Trautwein, U., Lüdtke, O., Goetz, T., Frenzel, AC. and Pekrun, R., (2011). Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. Contemporary Educational Psychology. 36 (1), 25-35
Obersteiner, A., Dresler, T., Reiss, K., Vogel, ACM., Pekrun, R. and Fallgatter, AJ., (2010). Bringing brain imaging to the school to assess arithmetic problem solving: chances and limitations in combining educational and neuroscientific research. ZDM. 42 (6), 541-554
Leiss, D., Schukajlow, S., Blum, W., Messner, R. and Pekrun, R., (2010). The Role of the Situation Model in Mathematical Modelling—Task Analyses, Student Competencies, and Teacher Interventions. Journal für Mathematik-Didaktik. 31 (1), 119-141
Frenzel, AC., Goetz, T., Pekrun, R. and Watt, HMG., (2010). Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context. Journal of Research on Adolescence. 20 (2), 507-537
Pekrun, R., Goetz, T., Daniels, LM., Stupnisky, RH. and Perry, RP., (2010). Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.. Journal of Educational Psychology. 102 (3), 531-549
Kuhbandner, C., Pekrun, R. and Maier, MA., (2010). The role of positive and negative affect in the “mirroring” of other persons' actions. Cognition & Emotion. 24 (7), 1182-1190
Lichtenfeld, S., Maier, MA., Elliot, AJ. and Pekrun, R., (2009). The semantic red effect: Processing the word red undermines intellectual performance. Journal of Experimental Social Psychology. 45 (6), 1273-1276
Pekrun, R. and Stephens, EJ., (2009). Goals, Emotions, and Emotion Regulation: Perspectives of the Control-Value Theory. Human Development. 52 (6), 357-365
Dresler, T., Obersteiner, A., Schecklmann, M., Vogel, ACM., Ehlis, A-C., Richter, MM., Plichta, MM., Reiss, K., Pekrun, R. and Fallgatter, AJ., (2009). Arithmetic tasks in different formats and their influence on behavior and brain oxygenation as assessed with near-infrared spectroscopy (NIRS): a study involving primary and secondary school children. Journal of Neural Transmission. 116 (12), 1689-1700
Daniels, LM., Stupnisky, RH., Pekrun, R., Haynes, TL., Perry, RP. and Newall, NE., (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.. Journal of Educational Psychology. 101 (4), 948-963
Maier, MA., Barchfeld, P., Elliot, AJ. and Pekrun, R., (2009). Context specificity of implicit preferences: The case of human preference for red.. Emotion. 9 (5), 734-738
Frenzel, AC., Goetz, T., Lüdtke, O., Pekrun, R. and Sutton, RE., (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment.. Journal of Educational Psychology. 101 (3), 705-716
Richter, MM., Zierhut, KC., Dresler, T., Plichta, MM., Ehlis, A-C., Reiss, K., Pekrun, R. and Fallgatter, AJ., (2009). Changes in cortical blood oxygenation during arithmetical tasks measured by near-infrared spectroscopy. Journal of Neural Transmission. 116 (3), 267-273
Kuhbandner, C., Hanslmayr, S., Maier, MA., Pekrun, R., Spitzer, B., Pastötter, B. and Bäuml, K-H., (2009). Effects of mood on the speed of conscious perception: behavioural and electrophysiological evidence. Social Cognitive and Affective Neuroscience. 4 (3), 286-293
Elliot, AJ., Maier, MA., Binser, MJ., Friedman, R. and Pekrun, R., (2009). The Effect of Red on Avoidance Behavior in Achievement Contexts. Personality and Social Psychology Bulletin. 35 (3), 365-375
Pekrun, R., Elliot, AJ. and Maier, MA., (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance.. Journal of Educational Psychology. 101 (1), 115-135
Ruthig, JC., Perry, RP., Hladkyj, S., Hall, NC., Pekrun, R. and Chipperfield, JG., (2008). Perceived control and emotions: interactive effects on performance in achievement settings. Social Psychology of Education. 11 (2), 161-180
Daniels, LM., Haynes, TL., Stupnisky, RH., Perry, RP., Newall, NE. and Pekrun, R., (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology. 33 (4), 584-608
Preckel, F., Goetz, T., Pekrun, R. and Kleine, M., (2008). Gender Differences in Gifted and Average-Ability Students. Gifted Child Quarterly. 52 (2), 146-159
Goetz, T., Frenzel, AC., Hall, NC. and Pekrun, R., (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology. 33 (1), 9-33
Reiss, K., Heinze, A. and Pekrun, R., (2007). Mathematic competency and its development in primary education. ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT. 10, 107-127
Frenzel, AC., Pekrun, R. and Goetz, T., (2007). Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education. 22 (4), 497-514
Frenzel, AC., Pekrun, R. and Goetz, T., (2007). Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction. 17 (5), 478-493
Goetz, T., Frenzel, AC., Pekrun, R., Hall, NC. and Lüdtke, O., (2007). Between- and within-domain relations of students' academic emotions.. Journal of Educational Psychology. 99 (4), 715-733
Goetz, T., Preckel, F., Pekrun, R. and Hall, NC., (2007). Emotional experiences during test taking: Does cognitive ability make a difference?. Learning and Individual Differences. 17 (1), 3-16
Frenzel, AC., Thrash, TM., Pekrun, R. and Goetz, T., (2007). Achievement Emotions in Germany and China. Journal of Cross-Cultural Psychology. 38 (3), 302-309
Maier, MA., Berner, MP., Hau, RC. and Pekrun, R., (2007). Priming the trait category “hostility”: The moderating role of trait anxiety. Cognition & Emotion. 21 (3), 577-595
Pekrun, R., (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review. 18 (4), 315-341
Goetz, T., Hall, NC., Frenzel, AC. and Pekrun, R., (2006). A hierarchical conceptualization of enjoyment in students. Learning and Instruction. 16 (4), 323-338
Goetz, T., Frenzel, AC., Pekrun, R. and Hall, NC., (2006). The Domain Specificity of Academic Emotional Experiences. The Journal of Experimental Education. 75 (1), 5-29
Pekrun, R., Elliot, AJ. and Maier, MA., (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test.. Journal of Educational Psychology. 98 (3), 583-597
Goetz, T., Pekrun, R., Hall, N. and Haag, L., (2006). Academic emotions from a social‐cognitive perspective: Antecedents and domain specificity of students' affect in the context of Latin instruction. British Journal of Educational Psychology. 76 (2), 289-308
Perry, RP., Hladkyj, S., Pekrun, RH., Clifton, RA. and Chipperfield, JG., (2005). Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment. Research in Higher Education. 46 (5), 535-569
Kleine, M., Goetz, T., Pekrun, R. and Hall, N., (2005). The structure of students' emotions experienced during a mathematical achievement test. Zentralblatt für Didaktik der Mathematik. 37 (3), 221-225
Pekrun, R., (2005). Progress and open problems in educational emotion research. Learning and Instruction. 15 (5), 497-506
Maier, MA., Bernier, A., Pekrun, R., Zimmermann, P., Strasser, K. and Grossmann, KE., (2005). Attachment state of mind and perceptual processing of emotional stimuli. Attachment & Human Development. 7 (1), 67-81
Goetz, T., Pekrun, R., Zirngibl, A., Jullien, S., Kleine, M., Hofe, RV. and Blum, W., (2004). Academic achievement and emotions in mathematics: A longitudinal multilevel analysis perspective. Zeitschrift fur Padagogische Psychologie. 18 (3-4), 201-212
Goetz, T., Pekrun, R., Zirngibl, A., Jullien, S., Kleine, M., vom Hofe, R. and Blum, W., (2004). Leistung und emotionales Erleben im Fach Mathematik. Zeitschrift für Pädagogische Psychologie. 18 (3/4), 201-212
Maier, MA., Bernier, A., Pekrun, R., Zimmermann, P. and Grossmann, KE., (2004). Attachment working models as unconscious structures: An experimental test. International Journal of Behavioral Development. 28 (2), 180-189
Pekrun, R., Goetz, T., Perry, RP., Kramer, K., Hochstadt, M. and Molfenter, S., (2004). Beyond test anxiety: Development and validation of the test emotions questionnaire (TEQ). Anxiety, Stress & Coping. 17 (3), 287-316
Stöber, J. and Pekrun, R., (2004). Advances in test anxiety research. Anxiety, Stress & Coping. 17 (3), 205-211
Maier, MA., Berner, MP. and Pekrun, R., (2003). Directionality of Affective Priming: Effects of Trait Anxiety and Activation Level. Experimental Psychology. 50 (2), 116-123
Meinhardt, J. and Pekrun, R., (2003). Attentional resource allocation to emotional events: An ERP study. Cognition and Emotion. 17 (3), 477-500
Vom Hofe, R., Pekrun, R., Kleine, M. and Götz, T., (2002). Projekt zur analyse der leistungsentwicklung in mathematik (PALMA): Konstruktion des regensburger mathematikleistungstests für 5: Bis 10. Klassen. Zeitschrift fur Padagogik. 48 (SPEC. ISS. 45), 83-100
vom Hofe, R., Pekrun, R., Kleine, M. and Götz, T., (2002). Project for analysis of performance skills in mathematics:: Design of the Regensburg Mathematics Performance Test for 5th to 10th graders. ZEITSCHRIFT FUR PADAGOGIK, 83-100
Spangler, G., Pekrun, R., Kramer, K. and Hofmann, H., (2002). Students' Emotions, Physiological Reactions, and Coping in Academic Exams. Anxiety, Stress & Coping. 15 (4), 413-432
Pekrun, R., (2002). Large scale assessments: Implications for further research. Zeitschrift fur Padagogik. 48 (1), 111-128
Pekrun, R., Goetz, T., Titz, W. and Perry, RP., (2002). Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research. Educational Psychologist. 37 (2), 91-105
Perry, RP., Hladkyj, S., Pekrun, RH. and Pelletier, ST., (2001). Academic control and action control in the achievement of college students: A longitudinal field study.. Journal of Educational Psychology. 93 (4), 776-789
Reisenzein, R., (2000). Buchbesprechung. Experimental Psychology. 47 (1), 73-74
Pekrun, R., (1998). Analyzing and enhancing students' emotions: A neglected topic of educational research. Psychologie in Erziehung und Unterricht. 45 (3), 230-248
Hobfoll, SE. and Pekrun, R., (1996). Untitled. ANXIETY STRESS AND COPING. 9 (1), R3-R3
Pekrun, R. and Wilkening, F., (1996). Untitled. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE. 28 (1), 1-1
Pekrun, R., (1992). The Impact of Emotions on Learning and Achievement: Towards a Theory of Cognitive/Motivational Mediators. Applied Psychology. 41 (4), 359-376
PEKRUN, R., (1992). REPORT ON THE 3RD SEMINAR OF THE EDUCATIONAL-PSYCHOLOGY RESEARCH GROUP OF THE DEUTSCHE-GESELLSCHAFT-FUR-PSYCHOLOGIE. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE. 24 (1), 83-84
Pekrun, R., (1988). Anxiety and motivation in achievement settings: towards a systems-theoretical approach. International Journal of Educational Research. 12 (3), 307-323
Books (4)
(2014). International Handbook of Emotions in Education. Routledge
(2007). Emotion in Education. Elsevier. 9780123725455
Schutz, PA. and Pekrun, R., (2007). Preface. Elsevier. 9780123725455
Schutz, PA. and Pekrun, R., (2007). Introduction to Emotion in Education. Elsevier. 9780123725455
Book chapters (34)
Goetz, T., Stempfer, L., Pekrun, R., Van Tilburg, WAP. and Lipnevich, AA., (2024). Academic boredom.. In: Handbook of Boredom Research.. Editors: Bieleke, M., Wolff, W. and Martarelli, C., . Routledge. 225- 249
Pekrun, R. and Goetz, T., (2024). Boredom. In: The Routledge International Handbook of Boredom. Routledge. 74- 89
Pekrun, R., (2024). Open Access: Emotions in Reading and Learning from Texts: Progress and Open Problems. In: Emotions in Reading, Learning, and Communication. Routledge. 116- 125
Pekrun, R. and Goetz, T., (2024). Boredom: A Control-Value Theory approach. In: The Routledge International Handbook of Boredom. 74- 89
Bieleke, M., Wolff, W., Martarelli, CS., Artak, CET., Asani, N., Baillifard, A., Bertrams, A., Brielmann, A., Caldwell, LL., Chan, CS., Coppin, G., Danckert, J., Dang, V., Daniels, L., Dayan, P., Drody, A., Elpidorou, A., Erdemli, A., Fischer, U., Goetz, T., Igou, ER., Jost, NS., Lench, HC., Lipnevich, AA., Marshall, CA., Moynihan, AB., O'Dea, MK., Parker, P., Pekrun, R., Pfattheicher, S., Radtke, VC., Reed, NT., Velasco, JR., Stempfer, L., Tam, KYY., Tze, V., van Hooff, MLM., van Hooft, EAJ., van Tilburg, WAP., Weibel, D., Weich, C., Weybright, E., Wissmath, B. and Yakobi, O., (2024). Overview of Current Directions in Boredom Research. In: The Routledge International Handbook of Boredom. Routledge. 382- 391
Pekrun, R., (2023). A Control-Value Approach to Affective Growth. In: Motivation Science. Oxford University PressNew York. 328- 334. 0197662358
Pekrun, R., (2023). Jingle-Jangle Fallacies in Motivation Science. In: Motivation Science. Oxford University PressNew York. 52- 58. 0197662358
Pekrun, R., (2023). Dissecting the Elephant. In: Motivation Science. Oxford University PressNew York. 227- 231. 0197662358
Goetz, T., Frenzel, AC., Stockinger, K., Lipnevich, AA., Stempfer, L. and Pekrun, R., (2023). Emotions in education. In: International Encyclopedia of Education(Fourth Edition). Elsevier. 149- 161. 9780128186299
Pekrun, R. and Goetz, T., (2023). How Universal Are Academic Emotions?. In: Motivation and Emotion in Learning and Teaching across Educational Contexts. Routledge. 85- 99. 9781032301099
Putwain, DW., Pekrun, R., Rainbird, E. and Roberts, C., (2022). Cognitive-Behavioural Intervention for Test Anxiety: Could Teachers Deliver the STEPS Program and What Training Would They Require?. In: Handbook of Stress and Academic Anxiety. Springer International Publishing. 381- 399. 9783031127366
Pekrun, R., (2022). Development of Achievement Emotions. In: The Oxford Handbook of Emotional Development. Oxford University Press. 446- 462. 9780198855903
Pekrun, R. and Linnenbrink-Garcia, L., (2022). Academic Emotions and Student Engagement. In: Handbook of Research on Student Engagement. Springer International Publishing. 109- 132. 9783031078521
Vogl, E., Pekrun, R. and Loderer, K., (2021). Epistemic Emotions and Metacognitive Feelings. In: Trends and Prospects in Metacognition Research across the Life Span. Springer International Publishing. 41- 58. 9783030516727
Denton, CA., Muis, KR., Munzar, B. and Etoubashi, N., (2020). Putting Self-Regulated Learning and Metacognition into Multiple Representations and Perspectives. In: Handbook of Learning from Multiple Representations and Perspectives. Routledge. 314- 328
(2016). Handbook of Motivation at School. In: Handbook of Motivation at School: Second Edition. Editors: Wentzel, KR. and Miele, DB., . Routledge. 120- 144
Pekrun, R., (2016). Using Self-Report to Assess Emotions in Education. In: Methodological Advances in Research on Emotion and Education. Springer International Publishing. 43- 54. 9783319290478
Vogl, E. and Pekrun, R., (2016). Emotions that matter to achievement: Student feelings about assessment. In: Handbook of Human and Social Conditions in Assessment. 111- 128
Marsh, HW., Möller, J., Parker, P., Xu, MK., Nagengast, B. and Pekrun, R., (2015). Internal/External Frame of Reference Model. In: International Encyclopedia of the Social & Behavioral Sciences. Elsevier. 425- 432. 9780080970875
Boekaerts, M. and Pekrun, R., (2015). Emotions and emotion regulation in academic settings. In: Handbook of Educational Psychology: Third Edition. 76- 90
Pekrun, R. and Stephens, EJ., (2015). Test Anxiety and Academic Achievement. In: International Encyclopedia of the Social & Behavioral Sciences. Elsevier. 244- 249. 9780080970875
Pekrun, R. and Stephens, EJ., (2015). Self-Concepts: Educational Aspects. In: International Encyclopedia of the Social & Behavioral Sciences. Elsevier. 469- 474. 9780080970875
Perry, RP., Chipperfield, JG., Hladkyj, S., Pekrun, R. and Hamm, JM., (2014). Attribution-Based Treatment Interventions in Some Achievement Settings. In: Advances in Motivation and Achievement. Emerald Group Publishing Limited. 1- 35
Kim, C. and Pekrun, R., (2014). Emotions and Motivation in Learning and Performance. In: Handbook of Research on Educational Communications and Technology. Springer New York. 65- 75. 9781461431848
Pekrun, R. and Linnenbrink-Garcia, L., (2014). Conclusions and future directions. In: International Handbook of Emotions in Education. 659- 675
Pekrun, R. and Bühner, M., (2014). Self-report measures of academic emotions. In: International Handbook of Emotions in Education. 561- 579
Pekrun, R. and Perry, RP., (2014). Control-value theory of achievement emotions. In: International Handbook of Emotions in Education. 120- 141
(2014). Teacher Motivation. In: Teacher Motivation: Theory and Practice. Editors: Richardson, PW., Karabenick, SA. and Watt, HMG., . Routledge. 69- 82
Pekrun, R. and Linnenbrink-Garcia, L., (2012). Academic Emotions and Student Engagement. In: Handbook of Research on Student Engagement. Springer US. 259- 282. 9781461420170
Elliot, AJ. and Pekrun, R., (2007). Emotion in the Hierarchical Model of Approach-Avoidance Achievement Motivation. In: Emotion in Education. Elsevier. 57- 73. 9780123725455
Pekrun, R. and Schutz, PA., (2007). Where Do We Go from Here? Implications and Future Directions for Inquiry on Emotions in Education. In: Emotion in Education. Elsevier. 313- 331. 9780123725455
Pekrun, R., Frenzel, AC., Goetz, T. and Perry, RP., (2007). The Control-Value Theory of Achievement Emotions. In: Emotion in Education. Elsevier. 13- 36. 9780123725455
Pekrun, R., (2000). A Social-Cognitive, Control-Value Theory of Achievement Emotions. In: Advances in Psychology. Elsevier. 143- 163. 9780444506016
Pekrun, R., (2000). 7 A social-cognitive, control-value theory of achievement emotions. In: Advances in Psychology. 143- 163
Conferences (13)
Grewal, K., Azher, S., Moreno, M., Pekrun, R., Wiseman, J., Fried, GM., Lajoie, S., Brydges, R., Hadwin, A., Sun, N-Z., Khalil, E. and Harley, JM., (2023). C-CASE 2023: Promoting Excellence in Surgical Education 12. Exploring residents’ emotion-regulation strategies and their effectiveness in team-based surgical simulations
Becker, S., Pekrun, R., Ufer, S. and Meier, E., (2016). The function of epistemic emotions for complex reasoning in mathematics
Cada, J., Pekrun, R. and Murayama, K., (2012). The influence of boredom on creativity
VanLehn, K., Miyake, N., Pea, R., Pekrun, R., Catrambone, R. and Vosniadou, S., (2012). Governing Board Symposium Cognitive Science and the Learning Sciences
Kuhbandner, C., Pekrun, R., Mueller, HJ. and Zehetleitner, M., (2009). Positive affect in the additional singletons paradigm: Initial global dimensional attention mode and intact top-down control
Jacob, B., Frenzel, A., Becker, S. and Pekrun, R., (2008). What makes your lesson a success? A qualitative study on teachers' goals for mathematics
Pekrun, R., (2008). Assumptions of the control-value theory of achievement emotions
Meinhardt, J., Sauerbrey, M., Döhnel, K., Falk, G. and Pekrun, R., (2004). Interaction between task- and emotion-related processing resources
Meinhard, J., Pollatos, O. and Pekrun, R., (2004). Affective modulation of task related processing resources
Meinhardt, J., Döhnel, K., Falk, G. and Pekrun, R., (2003). Emotional impact on dual-task performance and problem solving:: Effect on cognitive capacity
PEKRUN, R., (1992). EXPECTANCY VALUE THEORY OF ANXIETY - OVERVIEW AND IMPLICATIONS
PEKRUN, R., (1990). SOCIAL SUPPORT, ACHIEVEMENT EVALUATIONS, AND SELF-CONCEPTS IN ADOLESCENCE
PEKRUN, R., (1990). EMOTION AND MOTIVATION IN EDUCATIONAL-PSYCHOLOGY - GENERAL AND EUROPEAN PERSPECTIVES
Reports and Papers (7)
Bieleke, M., Gogol, K., Goetz, T., Daniels, L. and Pekrun, R., (2022). The AEQ-S: A short version of the Achievement Emotions Questionnaire
Basarkod, G., Marsh, H., Guo, J., Parker, PD., Dicke, T. and Pekrun, R., (2022). The Happy-Fish-Little-Pond Effect on Enjoyment: Generalizability Across Multiple Domains and Countries
Goetz, T., Bieleke, M., Gogol, K., van Tartwijk, J., Mainhard, T., Lipnevich, A. and Pekrun, R., (2022). Getting Along and Feeling Good: Reciprocal Associations between Student-Teacher Relationship Quality and Students’ Emotions
Bardach, L., Yanagida, T., Goetz, T., Jach, H. and Pekrun, R., (2022). Self-Regulated and Externally Regulated Learning in Adolescence: Developmental Trajectories and Relations with Teacher Behavior, Parent Behavior, and Academic Achievement
Schwartze, MM., Frenzel, AC., Goetz, T., Pekrun, R., Reck, C., Marx, AKG. and Fiedler, D., (2021). Boredom Makes Me Sick: Adolescents’ Boredom Trajectories and Their Health-Related Quality of Life
Marsh, H., Guo, J., Parker, PD., Pekrun, R., Basarkod, G., Dicke, T., Parada, RH., Reeve, J., Craven, R., Ciarrochi, J., Sahdra, BK. and Devine, E., (2021). An Integrative Review of Cross-National Comparisons of Verbal, Relational, and Physical Peer Victimization: Gender Differences, Paradoxical Anti-Bullying Attitudes, and Well-Being
Schwartze, MM., Frenzel, AC., Goetz, T., Marx, AKG., Reck, C., Pekrun, R. and Fiedler, D., (2020). Excessive Boredom Among Adolescents: A Comparison Between Low and High Achievers
Other (1)
Pekrun, R., Perry, RP., Goetz, T., Stockinger, K. and Marsh, HW., (2022).Achievement Emotions Questionnaire - Revised (AEQ-R),University of Essex
Grants and funding
2024
Ed-Heads Motivational Assessment and Messaging
Ed-Heads Ltd
Ed-Heads Motivational Assessment and Messaging - Phase 2
Ed-Heads Ltd
2021
Fostering epistemic cognition and self-regulated learning in mathematics and science
McGill University
Fostering epistemic cognition and self-regulated learning in mathematics and science
McGill University