Linking Students' Emotions and Academic Achievement: When and Why Emotions Matter

Research output: Contribution to journalArticle

104 Citations (Scopus)

Abstract

Few studies include associations of emotions, or of individual differences in emotionality, to academic competence, and there are virtually no empirical data on when or why relations exist (or do not exist). The few studies of emotion and achievement have largely focused on anxiety, but there has been scant theoretical and empirical attention devoted to the treatment of other emotions. It is suggested that considering the moderated and indirect effects of students' emotions on their academic functioning may provide an understanding of whether and under what circumstances emotions are related to achievement. This article briefly reviews findings linking situational and dispositional negative or positive emotions to academic achievement and suggests that researchers can learn much about relations between emotions and achievement by considering the potential moderating role of effortful control, as well as considering the mediating roles that cognitive processes, motivational mechanisms, and classroom relationships play in linking emotions and achievement.

Original languageEnglish (US)
Pages (from-to)129-135
Number of pages7
JournalChild Development Perspectives
Volume6
Issue number2
DOIs
StatePublished - Jun 2012

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academic achievement
Emotions
emotion
Students
student
emotionality
Individuality
Mental Competency
Anxiety
Research Personnel
anxiety
classroom

Keywords

  • Academic achievement
  • Effortful control
  • Emotion

ASJC Scopus subject areas

  • Life-span and Life-course Studies
  • Developmental and Educational Psychology
  • Pediatrics, Perinatology, and Child Health

Cite this

Linking Students' Emotions and Academic Achievement : When and Why Emotions Matter. / Valiente, Carlos; Swanson, Jodi; Eisenberg, Nancy.

In: Child Development Perspectives, Vol. 6, No. 2, 06.2012, p. 129-135.

Research output: Contribution to journalArticle

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