Raymond P. Perry
Zitiert von
Zitiert von
Academic emotions in students" self regulated learning and achievement: A program of quantitative and qualitative research
R Pekrun, T Goetz, W Titz, R Perry
Educational Psychologist 37, 91-106, 2002
An attributional analysis of reactions to stigmas.
B Weiner, RP Perry, J Magnusson
Journal of personality and social psychology 55 (5), 738-748, 1988
Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)
R Pekrun, T Goetz, AC Frenzel, P Barchfeld, RP Perry
Contemporary educational psychology 36 (1), 36-48, 2011
Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.
R Pekrun, T Goetz, LM Daniels, RH Stupnisky, RP Perry
Journal of Educational Psychology 102 (3), 531-549, 2010
The control-value theory of achievement emotions: An integrative approach to emotions in education
R Pekrun, AC Frenzel, T Goetz, RP Perry
Emotion in education, 13-36, 2007
An examination of the relationship among academic stress, coping, motivation, and performance in college
CW Struthers, RP Perry, VH Menec
Research in higher education 41 (5), 581-592, 2000
Students’ evaluations of university teaching: Dimensionality, reliability, validity, potential biases and usefulness
HW Marsh
The scholarship of teaching and learning in higher education: An evidence …, 2007
Academic control and action control in the achievement of college students: A longitudinal field study.
RP Perry, S Hladkyj, RH Pekrun, ST Pelletier
Journal of educational psychology 93 (4), 776-789, 2001
Control-value theory of achievement emotions
R Pekrun, RP Perry
International handbook of emotions in education, 120-141, 2014
Beyond test anxiety: Development and validation of the Test Emotions Questionnaire (TEQ)
R Pekrun, T Goetz, RP Perry, K Kramer, M Hochstadt, S Molfenter
Anxiety, Stress & Coping 17 (3), 287-316, 2004
Achievement emotions questionnaire (AEQ). User’s manual
R Pekrun, T Goetz, RP Perry
Unpublished Manuscript, University of Munich, Munich, 2005
Educational seduction
PC Abrami, L Leventhal, RP Perry
Review of educational research 52 (3), 446-464, 1982
Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes
LM Daniels, TL Haynes, RH Stupnisky, RP Perry, NE Newall, R Pekrun
Contemporary Educational Psychology 33 (4), 584-608, 2008
A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.
LM Daniels, RH Stupnisky, R Pekrun, TL Haynes, RP Perry, NE Newall
Journal of Educational Psychology 101 (4), 948-963, 2009
Boredom and academic achievement: Testing a model of reciprocal causation.
R Pekrun, NC Hall, T Goetz, RP Perry
Journal of Educational Psychology 106 (3), 696-710, 2014
Positive emotions in education
R Pekrun, T Goetz, W Titz, RP Perry
Beyond coping: Meeting goals, visions, and challenges, 149-173, 2002
Enhancing academic achievement in college students through attributional retraining and instruction.
RP Perry, KS Penner
Journal of Educational Psychology 82 (2), 262-271, 1990
Feeling in Control
RP Perry, VH Menec, CW Struthers, RJ Menges
Faculty in new jobs, 186-215, 1999
Perceived control in college students: Implications for instruction in higher education
RP Perry
Higher education: Handbook of theory and research 7, 1-56, 1991
Optimism and Attributional Retraining: Longitudinal Effects on Academic Achievement, Test Anxiety, and Voluntary Course Withdrawal in College Students1
JC Ruthig, RP Perry, NC Hall, S Hladkyj
Journal of Applied Social Psychology 34 (4), 709-730, 2004
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