The exploration of the relationship between positive achievement emotions and academic success: testing the assumptions of the control-value theory of achievement emotions-Reference-Cited by-同舟云学术

The exploration of the relationship between positive achievement emotions and academic success: testing the assumptions of the control-value theory of achievement emotions

Published:2021-01-02 Issue:1 Volume:38 Page:77-87
ISSN:2059-0776
Container-title:The Educational and Developmental Psychologist
language:en
Short-container-title:The Educational and Developmental Psychologist

Author:

Balaž Barbara¹^ORCID,Hanzec Marković Ivana²,Brajša-Žganec Andreja³

Affiliation:

1. Department of Psychology, Catholic University of Croatia, Zagreb, Croatia

2. Division of Psychology, Faculty of Croatian Studies, University of Zagreb, Zagreb, Croatia

3. Institute of Social Sciences Ivo Pilar, Zagreb, Croatia

Funder

no specific grant

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/20590776.2020.1856623

Reference50 articles.

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2. The role of social factors in shaping students’ test emotions: a mediation analysis of cognitive appraisals

3. The role of test hope and hopelessness in self-regulated learning: Relations between volitional strategies, cognitive appraisals and academic achievement

4. Burić, I., Sorić, I. & Penezić, Z. (2011). Strategije emocionalne regulacije u ispitnim situacijama: Doprinosi osobina ličnosti, kognitivnih procjena i ispitnih emocija [Emotion regulation strategies in test taking situations: The contributions of personality traits, cognitive appraisals and test emotions]. Psihologijske teme, 20(2), 277–298. https://hrcak.srce.hr/74209

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