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Much research shows academic self-concept and achievement are reciprocally related over time, based on traditional longitudinal data cross-lag-panel models (CLPM) supporting a reciprocal effects model (REM). However, recent research has challenged CLPM's appropriateness, arguing that CLPMs with random intercepts (RI-CLPMs) provide a more robust (within-person) perspective and better control for unmeasured covariates. However, there is much confusion in educational-psychology research concerning appropriate research questions and interpretations of RI-CLPMs and CLPMs. To clarify this confusion, we juxtapose CLPMs and RI-CLPMs relating math self-concept (MSCs), school grades, and achievement tests over the five years of compulsory secondary schooling (N = 3,425). We extend basic models to evaluate: directional ordering among three rather than only two constructs; longitudinal invariance over time (multiple school years) and multiple groups (school tracks); lag-2 paths between non-adjacent waves; and covariates (gender, primary-school math and verbal achievement). Across all basic and extended RI-CLPMs and CLPMs, there was consistent support for the REM bidirectional-ordering hypothesis that self-concept and achievement are each a cause and an effect of the other. Consistent with the logic of these models, extensions of the basic models had more effect on CLPMs, but the direction and statistical significance of cross-lagged paths were largely unaffected for both RI-CLPMs and CLPMs. This substantive-methodological synergy has important implications for theory, methodology, and policy/practice; we support the importance of MSC as a predictor of subsequent achievement and demonstrate a more robust methodological framework for evaluating longitudinal-panel models. [ABSTRACT FROM AUTHOR]

This article describes the control-value theory of achievement emotions and its implications for educational research and practice. The theory provides an integrative framework for analyzing the antecedents and effects of emotions experienced in achievement and academic settings. It is based on the premise that appraisals of control and values are central to the arousal of achievement emotions, including activity-related emotions such as enjoyment, frustration, and boredom experienced at learning, as well as outcome emotions such as joy, hope, pride, anxiety, hopelessness, shame, and anger relating to success or failure. Corollaries of the theory pertain to the multiplicity and domain specificity of achievement emotions; to their more distal individual and social antecedents, their effects on engagement and achievement, and the reciprocal linkages between emotions, antecedents and effects; to the regulation and development of these emotions; and to their relative universality across genders and cultures. Implications addressed concern the conceptual integration of emotion, motivation, and cognition, and the need to advance mixed-method paradigms. In closing, implications for educational practice are discussed. [ABSTRACT FROM AUTHOR]

Achievement emotions are emotions linked to academic, work, or sports achievement activities (activity emotions) and their success and failure outcomes (outcome emotions). Recent evidence suggests that achievement emotions are linked to motivational, self-regulatory, and cognitive processes that are crucial for academic success. Despite the importance of these emotions, syntheses of empirical findings investigating their relation with student achievement are scarce. We broadly review the literature on achievement emotions with a focus on activity-related emotions including enjoyment, anger, frustration, and boredom, and their links to educational outcomes with two specific aims: to aggregate all studies and determine how strongly related those emotions are to academic performance, and to examine moderators of those effects. A meta-analytical review was conducted using a systematic database of 68 studies. The 68 studies included 57 independent samples for enjoyment (N = 31,868), 25 for anger (N = 11,153), 9 for frustration (N = 1418), and 66 for boredom (N = 28,410). Results indicated a positive relation between enjoyment of learning and academic performance (ρ =.27), whereas the relations were negative for both anger (ρ = −.35) and boredom (ρ = −.25). For frustration, the relation with performance was near zero (ρ = −.02). Moderator tests revealed that relations of activity emotions with academic performance are stronger when (a) students are in secondary school compared with both primary school and college, and (b) the emotions are measured by the Achievement Emotions Questionnaires – Mathematics (AEQ-M). Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Although self-initiative is recognized as instrumental to success in college, some students do not take responsibility for their academic development and fail to make the transition from high school to college. This problem is exacerbated when bright, highly skilled students drop courses or quit college entirely. Research into this paradox of failure reveals that, although high academic control benefits learning-related emotions, cognitions, motivation, and performance, it is not sufficient to ensure optimal success. Along with academic control other factors are implicated in the paradox. In this 3-year longitudinal study, four groups of students who differed in academic control (low, high) and failure preoccupation (low, high) were tracked using broad indices of scholastic development. Overall, students higher in academic control obtained better 3-year GPAs and withdrew from fewer courses. More notable, however, high-academic-control students who were concerned about failure had better 3-year GPAs and also were less likely to withdraw from courses or quit university than the other three groups. Paradoxically, high-academic-control students who were less concerned about failure did poorly. In qualifying the assumption that more perceived control is always better, these results are interpreted following social cognition theory. [ABSTRACT FROM AUTHOR]