The question of how learners' motivation influences their academic achievement and vice
versa has been the subject of intensive research due to its theoretical relevance and …

The reciprocal relationship between academic self-concept (ASC) and academic
achievement has been documented in multiple studies. However, this relationship has not …

This study extends the classic constructive dialogue/debate between self-concept and self-
efficacy researchers (Marsh, Roche, Pajares, & Miller, 1997) regarding the distinctions …

This article compares different approaches for estimating cross-lagged effects with a cross-
lagged panel design under a causal inference perspective. We distinguish between models …

Based on control-value theory (CVT), we examined longitudinal relations between students'
control and value appraisals, three activity-related achievement emotions (enjoyment …

Are teachers' growth mindsets associated with the development of growth mindsets in their
students? We know that teacher growth mindset (TGM) shapes the attributions teachers …

Research on situated motivation and emotion in education has made substantial progress,
as documented in the contributions to this special issue. We discuss how this field can make …

The random intercept cross-lagged panel model (RI-CLPM) is an extension of the traditional
cross-lagged panel model (CLPM) that allows controlling for stable trait factors when …

Achievement emotions have received increasing attention in research on adolescence and
young adulthood, but little is known about these emotions in the early years of schooling …

Theories in motivation science, and in psychological science more generally, are in a state
of fragmentation that impedes development of a robust body of knowledge. Furthermore …