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Mathematics Motivation in Students with Low Cognitive Ability: A Longitudinal Study of Motivation and Relations with Effort, Self-Regulation, and Grades (2020)
Journal Article
Tracey, D., Morin, A. J. S., Pekrun, R., Arens, A. K., Marayama, K., Litchenfeld, S., Frenzel, A. C., Goetz, T., & Maiano, C. (2020). Mathematics Motivation in Students with Low Cognitive Ability: A Longitudinal Study of Motivation and Relations with Effort, Self-Regulation, and Grades. American Journal on Intellectual and Developmental Disabilities, 125(2), 125-147. https://doi.org/10.1352/1944-7558-125.2.125

Expectancy-value theory (EVT) is a popular framework to understand and improve students’ motivation. Unfortunately, limited research has verified whether EVT predictions generalize to students with low levels of cognitive ability. This study relies o... Read More about Mathematics Motivation in Students with Low Cognitive Ability: A Longitudinal Study of Motivation and Relations with Effort, Self-Regulation, and Grades.

The Influence of Decisional and Emotional Forgiveness on Attributions (2019)
Journal Article
Lichtenfeld, S., Maier, M., Buechner, V., & Fernández Capo, M. (2019). The Influence of Decisional and Emotional Forgiveness on Attributions. Frontiers in Psychology, 10, Article 1425. https://doi.org/10.3389/fpsyg.2019.01425

Research on forgiveness suggests that forgiveness is an emotion-focused coping process important for clinical settings as it can promote both physical and mental health [1, 2]. Investigating antecedents of forgiveness, empirical studies and theoretic... Read More about The Influence of Decisional and Emotional Forgiveness on Attributions.

Facial blushing influences perceived embarrassment and related social functional evaluations (2019)
Journal Article
Thorstenson, C., Pazda, A., & Lichtenfeld, S. (2020). Facial blushing influences perceived embarrassment and related social functional evaluations. Cognition and Emotion, 34(3), 413-426. https://doi.org/10.1080/02699931.2019.1634004

Facial blushing involves a reddening of the face elicited in situations involving unwanted social attention. Such situations include being caught committing a social transgression, which is typically considered embarrassing. While recent research has... Read More about Facial blushing influences perceived embarrassment and related social functional evaluations.

Stress experience and performance during an oral exam: the role of self-efficacy, threat appraisals, anxiety, and cortisol (2018)
Journal Article
Ringeisen, T., Lichtenfeld, S., Becker, S., & Minkley, N. (2019). Stress experience and performance during an oral exam: the role of self-efficacy, threat appraisals, anxiety, and cortisol. Anxiety, Stress & Coping, 32(1), 50-66. https://doi.org/10.1080/10615806.2018.1528528

Background and Objectives: High self-efficacy may reduce emotional and physiological stress responses in the context of an examination. The present study investigated how these stress responses develop on an exam day, and sequential indirect effects... Read More about Stress experience and performance during an oral exam: the role of self-efficacy, threat appraisals, anxiety, and cortisol.

Ambient Green and Creativity (2018)
Journal Article
Lichtenfeld, S., Maier, M., Buechner, V., & Elliot, A. (2018). Ambient Green and Creativity. Creativity Research Journal, 30(3), 305-309. https://doi.org/10.1080/10400419.2018.1488197

This research examined an important applied question: whether viewing ambient green (relative to red) on the wall of a workspace would facilitate creativity. A methodologically sound experiment revealed no influence of green on creativity. Care must... Read More about Ambient Green and Creativity.

Enjoyment, Boredom, Anxiety in Elementary Schools in Two Domains: Relations with Achievement (2018)
Journal Article
Raccanello, D., Brondino, M., Moè, M., Stupnisky, R., & Lichtenfeld, S. (2019). Enjoyment, Boredom, Anxiety in Elementary Schools in Two Domains: Relations with Achievement. The Journal of Experimental Education, 87(3), 449-469. https://doi.org/10.1080/00220973.2018.1448747

This study investigated the enjoyment, boredom, and anxiety of elementary school students and the relations of these emotions with achievement in two domains. Seven-hundred-and-sixty-seven second- and fourth-graders completed an adaptation of the Ach... Read More about Enjoyment, Boredom, Anxiety in Elementary Schools in Two Domains: Relations with Achievement.

Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks (2017)
Journal Article
Katrin, A., Marsh, H., Pekrun, R., Lichtenfeld, S., Murayama, K., & Vom Hofe, R. (2017). Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks. Journal of Educational Psychology, 109(5), 621-634. https://doi.org/10.1037/edu0000163

This study examines reciprocal effects between self-concept and achievement by considering a long time span covering grades 5 through 9. Extending previous research on the reciprocal effects model (REM), this study tests (1) the assumption of develop... Read More about Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.

Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores (2017)
Journal Article
Marsh, H., Pekrun, R., Parker, P., Murayama, K., Guo, J., Dicke, T., & Lichtenfeld, S. (2017). Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores. Journal of Educational Psychology, 109(3), 425-438. https://doi.org/10.1037/edu0000144

Consistently with a priori predictions, school retention (repeating a year in school) had largely positive effects for a diverse range of 10 outcomes (e.g., math self-concept, self-efficacy, anxiety, relations with teachers, parents and peers, school... Read More about Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores.

Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects (2017)
Journal Article
Pekrun, R., Lichtenfeld, S., Marsh, H., Murayama, K., & Goetz, T. (2017). Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects. Child Development, 88(5), 1653-1670. https://doi.org/10.1111/cdev.12704

A reciprocal effects model linking emotion and achievement over time is proposed. The model was tested using five annual waves of the Project for the Analysis of Learning and Achievement in Mathematics (PALMA) longitudinal study, which investigated a... Read More about Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects.

Linking social interdependence preferences to achievement goal adoption (2016)
Journal Article
Elliot, A., Aldhobaiban, N., Kobeisy, A., Murayama, K., Gocłowska, M., Lichtenfeld, S., & Khayat, A. (2016). Linking social interdependence preferences to achievement goal adoption. Learning and Individual Differences, 50, 291-295. https://doi.org/10.1016/j.lindif.2016.08.020

Social interdependence theory and the 2 × 2 achievement goal framework represent two important literatures that are often studied independently. The present research examined general social interdependence attitudes in school (cooperative, competitiv... Read More about Linking social interdependence preferences to achievement goal adoption.

The Achievement Pride Scales (APS) (2016)
Journal Article
Buechner, V. L., Pekrun, R., & Lichtenfeld, S. (2018). The Achievement Pride Scales (APS). European Journal of Psychological Assessment, 34(3), 181-192. https://doi.org/10.1027/1015-5759/a000325

A growing body of research focuses on the self-conscious achievement emotion pride. However, studies investigating the relations of different types of achievement pride with individual antecedents, such as frames of reference, achievement goals, and... Read More about The Achievement Pride Scales (APS).

Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept (2016)
Journal Article
Marsh, H., Pekrun, R., Lichtenfeld, S., Guo, J., Arens, A., & Murayama, K. (2016). Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept. Developmental Psychology, 52(8), 1273-1290. https://doi.org/10.1037/dev0000146

Ever since the classic research of Nicholls (1976) and others, effort has been recognized as a double-edged sword: while it might enhance achievement, it undermines academic self-concept (ASC). However, there has not been a thorough evaluation of the... Read More about Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept.

An international consensus definition of the wish to hasten death and its related factors (2016)
Journal Article
Balaguer, A., Monforte-Royo, C., Porta-Sales, J., Alonso-Babarro, A., Altisent, R., Aradilla-Herrero, A., …Voltz, R. (2016). An international consensus definition of the wish to hasten death and its related factors. PLoS ONE, 11(1), Article e0146184. https://doi.org/10.1371/journal.pone.0146184

Background The desire for hastened death or wish to hasten death (WTHD) that is experienced by some patients with advanced illness is a complex phenomenon for which no widely accepted definition exists. This lack of a common conceptualization hinders... Read More about An international consensus definition of the wish to hasten death and its related factors.

Don’t aim too high for your kids: Parental overaspiration undermines students’ learning in mathematics (2015)
Journal Article
Murayama, K., Pekrun, R., Suzuki, M., Marsh, H., & Lichtenfeld, S. (2016). Don’t aim too high for your kids: Parental overaspiration undermines students’ learning in mathematics. Journal of Personality and Social Psychology, 111(5), 766-779. https://doi.org/10.1037/pspp0000079

Previous research has suggested that parents’ aspirations for their children’s academic attainment can have a positive influence on children’s actual academic performance. Possible negative effects of parental overaspiration, however, have found litt... Read More about Don’t aim too high for your kids: Parental overaspiration undermines students’ learning in mathematics.

Forgive and forget: Differences between decisional and emotional forgiveness (2015)
Journal Article
Lichtenfeld, S., Buechner, V., Maier, M., & Fernández-Capo, M. (2015). Forgive and forget: Differences between decisional and emotional forgiveness. PLoS ONE, 10(5), Article e0125561. https://doi.org/10.1371/journal.pone.0125561

To forgive and forget is a well-known idiom, which has rarely been looked at empirically. In the current experiment, we investigated differences between emotional and decisional forgiveness on forgetting. The present study provides the first empirica... Read More about Forgive and forget: Differences between decisional and emotional forgiveness.

Differential binding of colors to objects in memory: Red and yellow stick better than blue and green (2015)
Journal Article
Kuhbandner, C., Spitzer, B., Lichtenfeld, S., & Pekrun, R. (2015). Differential binding of colors to objects in memory: Red and yellow stick better than blue and green. Frontiers in Psychology, 6, Article 231. https://doi.org/10.3389/fpsyg.2015.00231

Both evolutionary considerations and recent research suggest that the color red serves as a signal indicating an object’s importance. However, until now, there is no evidence that this signaling function of red is also reflected in human memory. To e... Read More about Differential binding of colors to objects in memory: Red and yellow stick better than blue and green.

New faculty members' emotions: a mixed-method study† (2014)
Journal Article
Stupnisky, R., Pekrun, R., & Lichtenfeld, S. (2016). New faculty members' emotions: a mixed-method study†. Studies in Higher Education, 41(7), 1167-1188. https://doi.org/10.1080/03075079.2014.968546

The current study developed when new faculty members spontaneously reported discrete emotions during focus groups exploring the factors affecting their success. Qualitative analysis using the framework of Pekrun's control–value theory of emotions rev... Read More about New faculty members' emotions: a mixed-method study†.

Red - Take a closer look (2014)
Journal Article
Buechner, V., Maier, M., Lichtenfeld, S., & Schwarz, S. (2014). Red - Take a closer look. PLoS ONE, 9(9), Article e108111. https://doi.org/10.1371/journal.pone.0108111

Color research has shown that red is associated with avoidance of threat (e.g., failure) or approach of reward (e.g., mating) depending on the context in which it is perceived. In the present study we explored one central cognitive process that might... Read More about Red - Take a closer look.