Thomas Goetz

• Doctor of Psychology
• Full Professor at University of Vienna

Boredom is a common experience in daily life, yet it has been largely overlooked in the context of sports and exercise. This neglect is perplexing, especially considering that endurance sports can have characteristics conducive to boredom. To fill this gap, we investigated boredom in endurance sports, along with its antecedents and consequences, th...

Boredom is a common experience in daily life, yet it has been largely overlooked in the context of sports and exercise. This neglect is perplexing, especially considering that endurance sports can have characteristics conducive to boredom. To fill this gap, we investigated boredom in endurance sports, along with its antecedents and consequences, th...

Boredom is a common experience in daily life, yet it has been largely overlooked in the context of sports and exercise. This neglect is perplexing, especially considering that endurance sports can have characteristics conducive to boredom. To fill this gap, we investigated boredom in endurance sports, along with its antecedents and consequences, th...

Students’ emotions in the classrom are highly dynamic and thus typically strongly vary from one moment to the next. Methodologies like experience sampling and daily diaries have been increasingly used to capture these momentary emotional states and its fluctuations. A recurring question is to what extent aggregated state ratings of emotions over a...

This study examined the boredom–creativity link by including students’ levels of over- and underchallenge. Based on the Meaning and Attentional Components model and the Cognitive Load Theory, we proposed the negative effects of students’ boredom combined with being overchallenged on creativity, whereas boredom combined with being underchallenged mi...

The emotion of boredom has attracted considerable research interest. However, boredom experienced in spiritual contexts (i.e., spiritual boredom) has rarely been investigated. Based on control-value theory (CVT), we investigated the occurrence, antecedents, and motivational effects of spiritual boredom in five different spiritual contexts: yoga, me...

After decades of being conceptualised solely as a lack of interest, boredom has recently gained attention as an important construct in its own right. However, there is still a lack of studies focusing on the relations and developmental interplay of these two closely related constructs. This study examines the overall long-term developmental structu...

Theoretical Background In the area of teacher motivation, the teaching practicum stands out as a pivotal element. The pronounced complexity of teaching during this specific phase may pose an emotional challenge, making the exploration of student teachers' emotions a worthwhile endeavour. Aims Based on a theoretical model and rooted in a process‐or...

Introduction Theoretical approaches suggest that adaptability and well‐being could serve as protective factors in influencing mental health. However, it remains empirically unclear how students' prior adaptability and well‐being predict depression (and vice versa) in the long term. Hence, using a longitudinal design, the present study explores the...

Boredom is a common experience in daily life, yet it has been largely overlooked in the context of sports and exercise. This neglect is perplexing, especially considering that endurance sports can have characteristics conducive to boredom. To fill this gap, we investigated boredom in endurance sports, along with its antecedents and consequences, th...

Researchers have focused extensively on understanding the factors influencing students’ academic achievement over time. However, existing longitudinal studies have often examined only a limited number of predictors at one time, leaving gaps in our knowledge about how these predictors collectively contribute to achievement beyond prior performance a...

In recent decades, researchers’ interest in the role of emotions in individual political learning has grown. However, it is still unclear whether and how discrete emotions are associated with political learning. Through a cross-disciplinary systematic review and multilevel meta-analysis, we reviewed which discrete emotions have been analyzed in the...

Background Recent research on boredom suggests that it can emerge in situations characterized by over‐ and under‐challenge. In learning contexts, this implies that high boredom may be experienced both by low‐ and high‐achieving students. Aims This research aimed to explore the existence and prevalence of boredom due to being over‐ and under‐challe...

The concluding chapter of this book represents a collaborative effort between the editors and all contributing authors, resulting in a comprehensive overview of the current directions in boredom research. Summaries of each chapter not only underscore the multitude of perspectives on boredom but also elucidate the diverse approaches employed in its...

Background: Classroom emotions are major predictors of student learning and academic outcomes. Emotions might be of particular significance in civic education, where oftentimes highly controversial and heated debates take place. Aims: We aimed to examine antecedents and effects of emotions in civic education through the lens of the control-value...

The use of the Experience Sampling Method (ESM), which involves repeated assessments in people’s daily lives, has increased in popularity in psychology and associated disciplines in recent years. A rather challenging aspect of ESM is its technical implementation. In this paper, after briefly introducing the history of ESM and the main reasons for i...

Die Beurteilung von Schulleistungen ist eine grundlegende Aufgabe von Lehrkräften. Doch diese Aufgabe beschränkt sich nicht nur auf die Beurteilungskompetenz seitens der Lehrkräfte. Auf Schüler*innenseite schwingen Ängste mit und indirekt sind auch die Eltern mitbetroffen. Ein professioneller Umgang mit Schulleistungen erfordert daher, das gesamte...

Math anxiety and math achievement are reciprocally related, which likely impacts individuals’ agency; their educational and career trajectories in science, technology, engineering, and mathematics (STEM) fields; and countries’ economic growth in these areas. Previous meta-analyses on this relationship faced limitations from studies using small, con...

In diesem Beitrag beschreiben wir die Ergebnisse einer Metaanalyse, in der wir die Wirksamkeit von Fortbildungsprogrammen zu inklusiver Bildung untersucht haben. Wir analysieren, ob diese Programme das Wissen, die Fähigkeiten und Einstellungen von Lehrkräften sowie die Leistungen der Schülerinnen und Schüler verbessern und welche Faktoren Fortbildu...

Classroom emotions are major predictors of student learning and academic outcomes. Emotions might be of particular significance in civic education, where oftentimes highly controversial and heated debates take place. We examined antecedents and effects of classroom emotions in civic education through the lens of the control-value theory, where emot...

This study examined how adolescents' emotions in mathematics develop over time. Growth curve modeling was applied to longitudinal data collected annually from 2002 to 2006 (Grades 5–9; N = 3425 German adolescents; Mage = 11.7, 15.6 years at the first and last waves, respectively; 50.0% female). Results indicated that enjoyment and pride decreased o...

The emotion of boredom has sparked considerable interest in research on teaching and learning, but boredom during tests and exams has not yet been examined. Based on the control-value theory of achievement emotions, we hypothesized that students may experience significant levels of boredom during testing (“test boredom”; Hypothesis 1) and that test...

Our work draws upon Foucault's idea that the order of things, defined as the way we categorise our world, matters for how we think about the world and ourselves. Specifically, and drawing upon Pekrun's control-value theory, we focus on the question of whether the way we individually order our world into categories influences how we think about our...

Studies on voters have shown that emotions are an important factor in politics. However, less is known about emotions experienced by adolescents in the context of civic education. Applying the control-value theory to a cross-curricular context, we analyze the relations between two types of emotions experienced in civic education and their anteceden...

Both self-regulation and external regulation are key to understanding adolescents’ learning and positive development at school. However, evidence on the joint development of self-regulated learning and externally regulated learning during adolescence is lacking. In addition, the current knowledge on interrelations between the development of adolesc...

Personality has been identified as a possible antecedent to emotions experienced in the foreign language (FL) classroom. However, contrasting results and differing personality models have resulted in ambiguous findings. This study set out to delve deeper into the role of personality as a predictor of FL emotions through a series of increasingly res...

Inclusive education is a reform aimed at educating all students in general class- rooms, independent of diversity features such as special educational needs, gifted- ness, or migration. Its successful implementation requires teachers with professional knowledge about inclusive education, skills to address the diverse needs in the class- room, and p...

In recent decades, researchers' interest in the role of emotions in individual political learning has grown. However, it is still unclear whether and how discrete emotions are associated with political learning. Through a cross-disciplinary multilevel meta-analysis and systematic review (k = 66, N = 486), we address this question by analyzing vario...

Personality has been identified as a possible antecedent to emotions experienced in the foreign language (FL) classroom. However, contrasting results and differing personality models have resulted in ambiguous findings. This study set out to delve deeper into the role of personality as a predictor of FL emotions through a series of increasingly res...

We present a three-dimensional taxonomy of achievement emotions that considers valence, arousal, and object focus as core features of these emotions. By distinguishing between positive and negative emotions (valence), activating and deactivating emotions (arousal), and activity emotions, prospective outcome emotions, and retrospective outcome emoti...

Studies on voters have shown that emotions are an important factor in politics. However, less is known about emotions in the context of civic education. Using the control-value theory, we analyze the relationships between two types of emotions experienced in civic education and their antecedents and effects on learning: achievement emotions experie...

Inclusive education is a reform aimed at educating all students in general classrooms, independent of diversity features such as special educational needs, giftedness, or migration. Its successful implementation requires teachers with professional knowledge about inclusive education, skills to address the diverse needs in the classroom, and positiv...

Emotions are a central part of our existence. The nature, causes, and corollaries of emotions have been investigated in various scientific disciplines, from philosophy and sociology to psychology and biology. In this chapter we aim to contribute to our current understanding of emotions. We take a psychological perspective on emotions, with a partic...

Understanding the structure, antecedents, and outcomes of students’ emotions has become a topic of major interest in research on mathematics education. Much of this work is based on the Achievement Emotions Questionnaire—Mathematics (AEQ-M), a self-report instrument assessing students’ mathematics-related emotions. The AEQ-M measures seven emotions...

Performance assessments play an essential role in performance diagnostics at schools. In practice, both announced and unannounced assessments are regularly used. However, it is unclear whether assessments are better administered announced or unannounced. From a theoretical perspective, it can be argued that announced assessments, mediated by the gr...

Inclusive education is a teaching approach aimed at educating all students in general classrooms independent of diversity features such as special educational needs, giftedness, or migration. To successfully implement inclusive education, teachers need to be equipped with positive beliefs towards inclusive education (e.g., attitude, self-efficacy),...

Background This study investigated the role of different test anxiety components (affective, cognitive, motivational and physiological) as mediators between control and performance as proposed by Pekrun's control‐value theory (CVT). While all components were assessed via self‐report, the physiological component was additionally assessed via electro...

Abschließende Zusammenfassung des Kapitels: Der Übergang vom Primar- in den Sekundarschulbereich beinhaltet eine Vielzahl an Veränderungen für Schüler*innen, die für deren kognitive, emotional-motivationale und soziale Entwicklung von zentraler Bedeutung sind. Hierzu gehören veränderte Schul- und Unterrichtsstrukturen (z.B. Fachlehrkraftsprinzip),...

Motivational interactions during multiple language learning have been largely neglected in language motivation research. To fill this gap, we investigate longitudinal relations between Swiss German students’ value beliefs in English, French, and German in upper secondary schools and whether there are differences in motivational development between...

This longitudinal study investigated different trajectories in the development of intrinsic value beliefs in the subjects Mathematics and French in Grades 9 to 11 and their correlations with career aspirations. Using data from 850 students from German-Swiss high schools (54% female, age T1: 15.6 years), five distinct growth classes were identified...

Based on control-value theory, we expected reciprocal associations between school grades and students' achievement emotions. Existing research has employed between-person designs to examine links between grades and emotions, but has failed to analyze their within-person relations. Reanalyzing data used by Authors (2017) for between-person analysis,...

Both self-regulation and external regulation are key to understanding adolescents’ learning and positive development at school. However, evidence on the joint development of self-regulated learning and externally related learning during adolescence is largely lacking. The present multi-level longitudinal analysis (N = 1,542 German adolescents; annu...

Bildung, ihre Einflussfaktoren und Folgen sind häufig Gegenstand wissenschaftlicher, politischer und medialer Diskurse. Ihre Sicherung stellt eine der zentralen Aufgaben der Gesellschaft dar. Die Bildungspsychologie beschäftigt sich aus psychologischer Perspektive mit Bildungsprozessen über die gesamte Lebensspanne sowie mit den Bedingungen und Maß...

Relationship quality and emotional experience are both important constructs in learning environments but the question of how they are linked requires more attention in empirical research. We hypothesized reciprocal associations between student-teacher relationship quality (i.e., interpersonal closeness) and students' emotions in the classroom (i.e....

This study focused on students’ perceived challenge, its direct links to career aspirations along with indirect links to career aspirations via boredom. We extended previous findings by differentiating state and trait assessments of challenge and boredom and by investigating within- and between-person relations. We hypothesized overchallenge to go...

This little book gives short and concise insights into the central areas of activities of professors from the perspective of a university professor who has worked in Germany, Switzerland, Austria, and Canada. Many of the aspects emphasized will, however, be relevant and helpful for those who work in countries other than that, especially for those w...

In kurzer und prägnanter Form wird in diesem kleinen Buch aus der Sicht eines Universitätsprofessors auf zentrale Tätigkeitsbereiche von Professor*innen eingegangen. Es werden Tipps zum konkreten Handeln in den einzelnen Bereichen gegeben – manchmal durchaus mit einem Augenzwinkern. Dieses Buch wurde für mehrere Zielgruppen geschrieben, für die es...

Following Pekrun’s (2006) control-value theory of achievement emotions, we investigated carry-over effects and cross-lagged relationships between student-perceived teacher enthusiasm and humor and students’ enjoyment and boredom both within and between university lectures. We used a latent state-trait approach to acknowledge the role of situational...

The Achievement Emotions Questionnaire (AEQ) is a well-established instrument for measuring achievement emotions in educational research and beyond. Its popularity rests on the coverage of the component structure of various achievement emotions across different academic settings. However, this broad conceptual scope requires the administration of 6...

Frühere Forschung hat gezeigt, dass die Aktivierung negativer Stereotype leistungseinschränkende Effekte für betroffene Gruppenmitglieder haben kann (sogenannter Stereotype Threat-Effekt). Im vorliegenden Beitrag wird zunächst ein Überblick über diese Forschung gegeben, bei dem immer wieder Bezug auf die besondere Situation ethnischer Minderheiten...

Tests in educational contexts often start with easy tasks, assuming that this fosters positive experiences—a sense of control, higher valuing of the test, and more positive and less negative emotions. Although intuitive and widespread, this assumption lacks an empirical basis and a theoretical framework. We conducted a field experiment and randomly...

Accumulating evidence suggests that anger can have a strong impact on discrete trust behaviors. However, the mechanisms underlying how anger influences trust are still unclear. Based on the appraisal tendency framework, we hypothesized that perceived social distance would positively mediate the effect of anger on trust, and that gender would modera...

This paper explored links among three key constructs pertinent to student learning: performance feedback received, emotions elicited as a result of such feedback, and student performance on a writing task. A sample of 464 university students (age: M =18.91, SD = 2.51) were asked to write an essay and then were encouraged to revise it based on feedb...

Existing research shows consistent links between boredom and depression, somatic complaints, substance abuse, or obesity and eating disorders. However, comparatively little is known about potential psychological and physical health-related correlates of academic boredom. Evidence for such a relationship can be derived from the literature, as boredo...

Test anxiety is a widespread and mostly detrimental emotion in learning and achievement settings. Thus, it is a construct of high interest for researchers and its measurement is an important issue. So far, test anxiety has typically been assessed using self-report measures. However, physiological measures (e.g., heart rate or skin conductance level...

Existing research shows consistent links between boredom and depression, somatic complaints, substance abuse, or obesity and eating disorders. However, comparatively little is known about potential psychological and physical health-related correlates of academic boredom. Evidence for such a relationship can be derived from literature, as boredom ha...

Relationship quality and emotional experience are both important constructs in learning environments but the question of how they are linked requires more attention in empirical research. We hypothesized reciprocal associations between student-teacher relationship quality (i.e., interpersonal closeness) and students' emotions in the classroom (i.e....

In response to the COVID-19 pandemic, millions of students in China followed an emergency policy called “Suspending Classes without Stopping Learning” to continue their study online as schools across the country were closed. The present study examines how students adapted to learning online in these unprecedented circumstances. We aimed to explore...

Accumulating empirical evidence suggests that anger elicited in one situation can influence trust behaviors in another situation. However, the conditions under which anger influences trust are still unclear. The present study addresses this research gap and examines the ways in which anger influences trust. We hypothesized that the social distance...

The Achievement Emotions Questionnaire (AEQ) is a well-established instrument for measuring achievement emotions in educational research and beyond. Its popularity rests on the coverage of the component structure of various achievement emotions across different academic settings. However, this broad conceptual scope requires the administration of 6...

Background and Objectives: Although anxiety consists of multiple components, including cognitive, affective, motivational, and physiological, and some findings suggest that there might be differences regarding their control antecedents and effects on performance, previous studies have largely neglected to examine these components separately and for...

Existing research shows that high achievement boredom is correlated with a range of undesirable behavioral and personality variables and that the main antecedents of boredom are being over- or under-challenged. However, merely knowing that students are highly bored, without taking their achievement level into account, might be insufficient for draw...

Dieses Kapitel beschäftigt sich mit Emotionen im Lern- und Leistungskontext. Fragen Sie sich doch einmal selbst – wie fühlen Sie sich, während Sie die Inhalte dieses Lehrbuchs durcharbeiten? Macht Ihnen diese Aufgabe Spaß? Ärgern Sie sich dabei? Und der Gedanke daran, dass Ihre Lernergebnisse überprüft werden: Jagt er Ihnen einen Schauer über den R...

Two longitudinal extensions of the classic internal/external frame of reference model (I/EM) have attracted researchers’ attention in recent years: The reciprocal I/EM (RI/EM) describes the reciprocal effects between students’ math and verbal achievements and self-concepts. The 2I/EM describes the effects of students’ math and verbal achievement le...

Interpersonal aspects of teaching have repeatedly been linked to teacher emotions and well-being on a general level. However, it is unclear how teachers’ moment-to-moment interpersonal behavior is associated with their affective arousal during teaching and how this contributes to their lesson-focused emotional outcomes. Eighty secondary education t...

This study examined temporal interrelations among math self-concept and math self-efficacy and their differential relations to two commonly applied math achievement indicators, that is, math achievement test scores and school grades in math. It based on a longitudinal design with four annual assessments of self-concept, self-efficacy, school grades...

Existing research shows that high scholastic boredom is correlated with a range of undesirable behaviors and personality traits and that the main antecedents of boredom are being over- or under-challenged. No study to date, though, seems to have systematically compared students who are highly bored and low-achieving (thus, likely over-challenged) w...

This study tests whether teachers’ emotional labor in classroom settings is optimally conceptualized according to the type of emotional labor strategy involved (genuinely expressing, hiding, and faking emotions), the specific type of emotion being performed in class (e.g., enjoyment vs. pride vs. anxiety), or both strategy type and emotion type. Mu...

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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 on Grade 5 and 8 data from 177 students with low levels of cognitive ability and a matched sample of...

In line with assumptions made by the control-value theory of academic emotions, it was hypothesized that the association between the classroom social environment, in terms of students’ perceptions of their teachers’ interpersonal behaviour, and students’ academic emotions was partially mediated by students’ achievement goals. The present study appl...

Lay Description What is already known about this topic Multiple‐text comprehension requires readers to construct both an intertext model and an integrated mental model. The process of reading various texts on the same topic can be traced by physiological and behavioural data. Skin conductance level is an index of physiological arousal. First‐ and s...

Guided by Pekrun’s (2006) control-value theory of achievement emotions, we investigated the mediating role of control and value appraisals in the relations between students’ perceptions of teaching and their academic emotions. To account for the highly fluctuating and dynamic nature of emotions, we used the experience sampling method complemented b...

Are instructional characteristics antecedents for experienced students' emotions during a lecture? Results of an experience sampling study at three universities in Germany.

Der Begriff „lebenslanges Lernen“ ist bereits seit geraumer Zeit ein fester Bestandteil bildungspolitischer Diskussionen (z. B. Ananiadoun & Claro 2009; OECD 2016). In der heutigen Gesellschaft ist es mittlerweile unvorstellbar geworden, mit dem Abschluss von Schule und Ausbildung auch das „Lernen“ abzuschließen. So fordert die schnelle Entwicklung...

Langeweile wird aufgrund ihres häufigen Auftretens oft als «Plage der modernen Gesellschaft» bezeichnet. Auch in Lern- und Leistungssituationen, auf die sich dieser Beitrag konzentriert, zählt Langeweile zu den am häufigsten berichteten Emotionen. Zunächst wird auf die Definition und Operationalisierung von Langeweile eingegangen – hierbei werden a...

The Cambridge Handbook of Motivation and Learning - by K. Ann Renninger February 2019

A theoretical model linking achievement and emotions is proposed. The model posits that individual achievement promotes positive achievement emotions and reduces negative achievement emotions. In contrast, group-level achievement is thought to reduce individuals' positive emotions and increase their negative emotions. The model was tested using one...

As education experiences are increasingly mediated by technology, the present research explored how causal attributions for academic computing difficulties impacted emotions and achievement in two studies conducted with post-secondary students in North America and Germany. Study 1 (N = 1063) found ability attributions for computer problems to be em...

The current study investigated links between students’ level of perceived challenge (being over- or underchallenged) and students’ career aspirations. We hypothesized indirect effects of over- and underchallenge on career aspirations via academic self-concept and academic trait boredom and tested our hypotheses in a sample of N = 662 Swiss eleventh...

Positive emotions have been shown to benefit from optimistic perceptions, even if these perceptions are illusory (Seligman & Csikszentmihalyi, 2000). The current research investigated the effects of increases and decreases in illusory control on positive and negative emotions. In two studies we experimentally induced changes in illusory perceptions...

This study aimed to investigate psychophysiological responses while reading multiple webpages on a debated topic. We measured heart rate (HR) as an index of emotional arousal and heart rate variability (HRV) as an index of emotional regulation. Forty-seven lower secondary school students in grade 7 read four webpages varying for reliability and pos...

As technology becomes increasingly integrated with education, research on the relationships between students’ computing-related emotions and motivation following technological difficulties is critical to improving learning experiences. Following from Weiner’s (2010) attribution theory of achievement motivation, the present research examined relatio...

Zipped folder file containing SPSS datasets for all studies. (ZIP)

Was ist psychologische Bildungsforschung und welche Beiträge liefert sie für ein Verständnis von individueller Bildung und institutionellem Bildungswesen? In diesem Beitrag wird dargestellt, dass es sich bei der Psychologie um eine zentrale Grundlagenwissenschaft der Bildungsforschung handelt. Einleitend wird der Begriff der psychologischen Bildung...