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Activity Achievement Emotions and Academic Performance: A Meta-analysis · Study

ReviewActivity Achievement Emotions and Academic Performance: A Meta-analysis

Jesús Camacho-Morles2021

Review2021

Activity Achievement Emotions and Academic Performance: A Meta-analysis

Jesús Camacho-Morles · Gavin R. Slemp · Reinhard H. Pekrun · Kristina Stockinger · Hanchao Hou · Lindsay G. Oades

469 citations·0/0 files stored·Educational Psychology Review

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Education, Achievement, and Giftedness Innovative Teaching and Learning Methods Grit, Self-Efficacy, and Motivation

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References

2003Measuring inconsistency in meta-analyses 2009Introduction to Meta‐Analysis 2017Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness 2021Introduction to Meta‐Analysis 1996Forming inferences about some intraclass correlation coefficients.2006The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice 2015Methods of Meta-Analysis: Correcting Error and Bias in Research Findings 2005What are emotions? And how can they be measured?

Cited by

2024Control-Value Theory: From Achievement Emotion to a General Theory of Human Emotions 2022A three-dimensional taxonomy of achievement emotions.2023Theories of Motivation in Education: an Integrative Framework 2021Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis.2023Emotions and motivation in mathematics education: Where we are today and where we need to go

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Details

Year2021

Typereview

Published2021-01-15

VenueEducational Psychology Review

ISSN-L1040-726X

Languageen

Citations469

Files0 public / 0

ShelfEducation, Achievement, and Giftedness

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doi10.1007/s10648-020-09585-3

openalex_workW3120328236

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2023

Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance

2022School grades and students’ emotions: Longitudinal models of within-person reciprocal effects

2022Achievement emotions and elementary school children’s academic performance: Longitudinal models of developmental ordering.