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The Journal of Experimental Education Volume 90, 2022 - Issue 1
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Motivation and Social Processes

Classroom Social Environment as Student Emotions' Antecedent: Mediating Role of Achievement Goals

Xiaojing Suna Department of Education, Utrecht University, Utrecht, The NetherlandsCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-4034-8207View further author information
ORCID Icon,
Marloes M. H. G. Hendrickxa Department of Education, Utrecht University, Utrecht, The Netherlands;b Eindhoven School of Education, Eindhoven University of Technology, Eindhoven, The NetherlandsView further author information
,
Thomas Goetzc Faculty of Psychology, University of Vienna, AustriaView further author information
,
Theo Wubbelsa Department of Education, Utrecht University, Utrecht, The NetherlandsView further author information
&
Tim Mainharda Department of Education, Utrecht University, Utrecht, The NetherlandsView further author information
Pages 146-157 | Published online: 25 Feb 2020

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Alla Hemi, Nir Madjar & Yisrael Rich. (2023) Perceptions of Peer and Teacher Goals Predict Academic Achievement Goals among Adolescents. The Journal of Experimental Education 0:0, pages 1-21.
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Alla Hemi, Nir Madjar & Yisrael Rich. (2023) Perceived Peer and Teacher Goals: Relationships with Students’ Academic Achievement Goals. The Journal of Experimental Education 91:1, pages 145-165.
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Noémie Baudoin & Benoît Galand. (2022) Do achievement goals mediate the relationship between classroom goal structures and student emotions at school?. International Journal of School & Educational Psychology 10:1, pages 77-93.
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Karyna Umgelter & Sebastian Geisler. Analysing the quality of real analysis lectures using a structured observation tool. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-23.
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Jianzhen Zhang, Yukun Yang, Jiahao Ge, Xiaoyu Liang & Zhenni An. (2023) Stimulating creativity in the classroom: examining the impact of sense of place on students’ creativity and the mediating effect of classmate relationships. BMC Psychology 11:1.
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O Başkaya, H Baykan & M Şahin Can. (2023) The Relationship between Social Achievement Goals and Self-Esteem, Depression and Anxiety among Medical School Students. Nigerian Journal of Clinical Practice 26:9, pages 1335-1341.
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Ronnel B. King, Hui Wang & Dennis M. Mcinerney. (2021) Prosocial motivation leads to better learning when mastery motivation is high: The synergistic effects of prosocial and mastery goals. Current Psychology 42:13, pages 10669-10682.
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Haiyan Kong, Guangfeng Wang, Dazhi Cheng & Tian Li. (2023) The impact of adolescent achievement goal orientation on learning anxiety: The mediation effect of peer interaction. Frontiers in Psychology 14.
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James A. Middleton, Adi Wiezel, Amanda Jansen & Ethan P. Smith. (2022) Tracing mathematics engagement in the first year of high school: relationships between prior experience, observed support, and task-level emotion and motivation. ZDM – Mathematics Education 55:2, pages 427-445.
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Tim Mainhard, Monika H. Donker & Tamara van Gog. (2022) When closeness is effortful: Teachers’ physiological activation undermines positive effects of their closeness on student emotions. British Journal of Educational Psychology 92:4, pages 1384-1402.
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Yihong Sun. (2022) Changing Positive Academic Emotions of Art Students Utilizing Computer Information Technology Based on the Perspective of Teaching. Applied Bionics and Biomechanics 2022, pages 1-11.
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Noémie Baudoin & Benoît Galand. (2021) Les pratiques des enseignants ont-elles un effet sur le bien-être des élèves ? Une revue critique de la littératureDo teachers’ practices have an effect on student well-being? A critical review. Revue française de pédagogie:211, pages 117-146.
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