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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 37, 2017 - Issue 4
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Articles

‘Feeling bad’ or ‘being bad?’ The trapping effect of effort in academic failure in a Confucian cultural context

Bih-Jen FwuCenter for Teacher Education, National Taiwan University, Taipei, Taiwan, R.O.CCorrespondence[email protected]
,
Hsiou-Huai WangCenter for Teacher Education, National Taiwan University, Taipei, Taiwan, R.O.C
,
Shun-Wen ChenInstitute of Learning Sciences, National Tsing Hua University, Hsinchu, Taiwan, R.O.C
&
Chih-Fen WeiDepartment of Psychology and Counseling, University of Taipei, Taipei, Taiwan, R.O.C
Pages 506-519 | Received 26 Dec 2014, Accepted 05 Feb 2016, Published online: 11 Mar 2016

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Ying-Yao Cheng. (2017) Editorial. Educational Psychology 37:4, pages 399-401.
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Articles from other publishers (9)

Chin-Lung Chien, Shih-Chi Hsu & Tzu-Hsiang Lin. (2024) Is respect for teachers beneficial or harmful to students? The predictive effects of dual dimensions of respect-for-teachers on teacher-student relationships and academic engagement in a Confucian cultural context. Social Psychology of Education.
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Yongchun Wang, Xiqin Liu, Tingting Wu, Danna Zheng, Qishan Chen & Caiqi Chen. (2023) Longitudinal Associations Between Sluggish Cognitive Tempo and Academic Achievement in Adolescents: A Mediated Moderation Model. Child Psychiatry & Human Development.
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Shun-Wen Chen. (2023) Learning motivations and effort beliefs in Confucian cultural context: A dual-mode theoretical framework of achievement goal. Frontiers in Psychology 14.
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Enhao Feng, Yi Wang & Ronnel Bornasal King. (2023) Achievement goals, emotions and willingness to communicate in EFL learning: Combining variable- and person-centered approaches. Language Teaching Research, pages 136216882211468.
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Bih-Jen Fwu, Tong-Rong Yang, Yi-Kai Chen & Rong Chen. (2022) The impact of teacher feedback on students’ decisions to stay on or change course after math failure in a Confucian cultural context. Frontiers in Psychology 13.
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Jisun Jung. (2019) Local and Non-local Doctoral Students in Hong Kong: Do Stressors Differ with Students’ Origins?. International Journal of Chinese Education 8:2, pages 160-185.
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Ting Wang, Qinmei Xu & Jon-Fan Hu. (2019) Emotions and Parenting in Learning Among Chinese Children. New Directions for Child and Adolescent Development 2019:163, pages 39-65.
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Allan B. I. Bernardo, John C. Begeny, Orlean Brown Earle, Diana S. Ginns, Maria del Pilar Grazioso, Manuel Soriano‐Ferrer, Haruna Suzuki & Roxana Zapata. (2018) Internationalization within school and educational psychology: Perspectives about positive indicators, critical considerations, and needs. Psychology in the Schools 55:8, pages 982-992.
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Bih-Jen Fwu, Shun-Wen Chen, Chih-Fen Wei & Hsiou-Huai Wang. (2017) The Mediating Role of Self-Exertion on the Effects of Effort on Learning Virtues and Emotional Distress in Academic Failure in a Confucian Context. Frontiers in Psychology 7.
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