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Cognition and Emotion Volume 32, 2018 - Issue 2
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Brief Articles

Effects of achievement contexts on the meaning structure of emotion words

Kornelia Gentscha Swiss Center for Affective Sciences (CISA), University of Geneva, Geneva, SwitzerlandCorrespondence[email protected]
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,
Kristina Lodererb Department of Psychology, University of Munich (LMU), Munich, GermanyView further author information
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Cristina Sorianoa Swiss Center for Affective Sciences (CISA), University of Geneva, Geneva, SwitzerlandView further author information
,
Johnny R. J. Fontainec Department of Personnel Management, Faculty of Psychology and Educational Sciences, Work and Organizational Psychology, Ghent University, Ghent, BelgiumView further author information
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Michael Eidd Department of Education and Psychology, Free University of Berlin, Berlin, GermanyView further author information
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Reinhard Pekrunb Department of Psychology, University of Munich (LMU), Munich, Germany;e Institute for Positive Psychology and Education, Australian Catholic University, Sydney, AustraliaView further author information
&
Klaus R. Scherera Swiss Center for Affective Sciences (CISA), University of Geneva, Geneva, Switzerland;b Department of Psychology, University of Munich (LMU), Munich, GermanyView further author information
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Pages 379-388 | Received 25 Apr 2016, Accepted 22 Jan 2017, Published online: 15 Feb 2017

Citations (13)

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Kristina Loderer, Kornelia Gentsch, Melissa C. Duffy, Mingjing Zhu, Xiyao Xie, Jason A. Chavarría, Elisabeth Vogl, Cristina Soriano, Klaus R. Scherer & Reinhard Pekrun. (2020) Are concepts of achievement-related emotions universal across cultures? A semantic profiling approach. Cognition and Emotion 34:7, pages 1480-1488.
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Jenny Hartman & Carita Paradis. (2018) Emotive and sensory simulation through comparative construal. Metaphor and Symbol 33:2, pages 123-143.
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Articles from other publishers (11)

Ángel-Armando Betancourt, Marc Guasch & Pilar Ferré. (2024) What distinguishes emotion-label words from emotion-laden words? The characterization of affective meaning from a multi-componential conception of emotions. Frontiers in Psychology 15.
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Halszka Bąk. (2023) Issues in the translation equivalence of basic emotion terms. Ampersand 11, pages 100128.
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Julieta Laurino, Simon De Deyne, Álvaro Cabana & Laura Kaczer. (2023) The Pandemic in Words: Tracking Fast Semantic Changes via a Large-Scale Word Association Task. Open Mind 7, pages 221-239.
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Vahid Rahmani Doqaruni. (2021) Investigating bilinguals’ cognitive processing of affective words in minimal linguistic contexts. The Mental Lexicon 16:2-3, pages 422-447.
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Ursula Beermann, Georg Hosoya, Ines Schindler, Klaus R. Scherer, Michael Eid, Valentin Wagner & Winfried Menninghaus. (2021) Dimensions and Clusters of Aesthetic Emotions: A Semantic Profile Analysis. Frontiers in Psychology 12.
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Jesús de la Fuente, Paul Sander, Angélica Garzón-Umerenkova, Manuel Mariano Vera-Martínez, Salvatore Fadda & Martha Leticia Gaetha. (2021) Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students. Frontiers in Psychology 12.
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Jesús de la Fuente, Francisco Javier Peralta-Sánchez, Jose Manuel Martínez-Vicente, Paul Sander, Angélica Garzón-Umerenkova & Lucía Zapata. (2020) Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students. Frontiers in Psychology 11.
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Jesús de la Fuente, Francisca Lahortiga-Ramos, Carmen Laspra-Solís, Cristina Maestro-Martín, Irene Alustiza, Enrique Aubá & Raquel Martín-Lanas. (2020) A Structural Equation Model of Achievement Emotions, Coping Strategies and Engagement-Burnout in Undergraduate Students: A Possible Underlying Mechanism in Facets of Perfectionism. International Journal of Environmental Research and Public Health 17:6, pages 2106.
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Jesús de la Fuente, Jorge Amate, María Carmen González-Torres, Raquel Artuch, Juan Manuel García-Torrecillas & Salvatore Fadda. (2020) Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students. Frontiers in Psychology 11.
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Jesús de la Fuente, José Manuel Martínez-Vicente, Francisco Javier Peralta-Sánchez, Angélica Garzón-Umerenkova, Manuel Mariano Vera & Paola Paoloni. (2019) Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students. Frontiers in Psychology 10.
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Uchendu Chigbu. (2019) Visually Hypothesising in Scientific Paper Writing: Confirming and Refuting Qualitative Research Hypotheses Using Diagrams. Publications 7:1, pages 22.
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