Thomas Goetz
Thomas Goetz
Educational Psychology and Societal Change, University of Vienna
Bestätigte E-Mail-Adresse bei - Startseite
Zitiert von
Zitiert von
Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research
R Pekrun, T Goetz, W Titz, RP Perry
Educational psychologist 37 (2), 91-105, 2002
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, 2010
Emotional transmission in the classroom: exploring the relationship between teacher and student enjoyment.
AC Frenzel, T Goetz, O Lüdtke, R Pekrun, RE Sutton
Journal of educational psychology 101 (3), 705, 2009
Girls and mathematics—A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics
AC Frenzel, R Pekrun, T Goetz
European Journal of Psychology of Education 22 (4), 497-514, 2007
Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms
AC Frenzel, R Pekrun, T Goetz
Learning and Instruction 17 (5), 478-493, 2007
Development of mathematics interest in adolescence: Influences of gender, family, and school context
AC Frenzel, T Goetz, R Pekrun, HMG Watt
Journal of Research on Adolescence 20 (2), 507-537, 2010
Academic emotions from a social‐cognitive perspective: Antecedents and domain specificity of students' affect in the context of Latin instruction
T Goetz, R Pekrun, N Hall, L Haag
British Journal of Educational Psychology 76 (2), 289-308, 2006
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
The importance of teachers' emotions and instructional behavior for their students' emotions–An experience sampling analysis
ES Becker, T Goetz, V Morger, J Ranellucci
Teaching and Teacher Education 43, 15-26, 2014
Do girls really experience more anxiety in mathematics?
T Goetz, M Bieg, O Lüdtke, R Pekrun, NC Hall
Psychological science 24 (10), 2079-2087, 2013
Between-and within-domain relations of students' academic emotions.
T Goetz, AC Frenzel, R Pekrun, NC Hall, O Lüdtke
Journal of Educational Psychology 99 (4), 715, 2007
Gender differences in gifted and average-ability students comparing girls' and boys' achievement, self-concept, interest, and motivation in mathematics
F Preckel, T Goetz, R Pekrun, M Kleine
Gifted Child Quarterly 52 (2), 146-159, 2008
Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment
T Goetz, AC Frenzel, NC Hall, R Pekrun
Contemporary Educational Psychology 33 (1), 9-33, 2008
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, 2014
Positive emotions in education
R Pekrun, T Goetz, W Titz, RP Perry
Academic self-concept and emotion relations: Domain specificity and age effects
T Götz, H Cronjäger, AC Frenzel, O Lüdtke, NC Hall
Contemporary Educational Psychology 35 (1), 44-58, 2010
Coping with boredom in school: An experience sampling perspective
UE Nett, T Goetz, NC Hall
Contemporary Educational Psychology 36 (1), 49-59, 2011
Types of boredom: An experience sampling approach
T Goetz, AC Frenzel, NC Hall, UE Nett, R Pekrun, AA Lipnevich
Motivation and Emotion 38 (3), 401-419, 2014
“My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures
K Gogol, M Brunner, T Goetz, R Martin, S Ugen, U Keller, A Fischbach, ...
Contemporary Educational Psychology 39 (3), 188-205, 2014
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