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Academic Emotions

Authored by: Reinhard Pekrun

Handbook of Motivation at School

Print publication date:  March  2016
Online publication date:  February  2016

Print ISBN: 9781138776166
eBook ISBN: 9781315773384
Adobe ISBN:

10.4324/9781315773384.ch7

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Abstract

Emotions are ubiquitous in school settings. Learning and achievement are of fundamental importance for students’ educational careers, implying that achievement-related emotions such as enjoyment of learning, hope, pride, anger, anxiety, or boredom are frequent, pervasive, manifold, and often intense in academic situations. The social nature of these situations also contributes to the emotional character of school settings; emotions such as admiration, contempt, or envy likely play a major role in these settings as well (Weiner, 2007). Furthermore, adding to their relevance, emotions are functionally important for students’ motivation, academic success, and personality development. Adaptive emotions like enjoyment of learning help to envision goals and challenges, open the mind to creative problem solving, and lay the groundwork for self-regulation (Pekrun, Goetz, Titz, & Perry, 2002). Maladaptive emotions like excessive anxiety, hopelessness, or boredom, on the other hand, are detrimental to academic attainment, induce students to drop out of school, and impact negatively on their psychological and physical health (Zeidner, 2014).

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