Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects of emotions, and of a control/value theory of their antecedents (Pekrun, 1992b(Pekrun, , 2000, were tested in 7 cross-sectional, 3 longitudinal, and 1 diary study using samples of university and school students. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognitive resources, self-regulation, and academic achievement, as well as to personality and classroom antecedents. The findings indicate that affective research in educational psychology should acknowledge emotional diversity in academic settings by addressing the full range of emotions experienced by students at school and university.Requests for reprints should be sent to Reinhard Pekrun,

Aside from test anxiety sca les, measurement instruments assessing studen ts' achievement emotions are largely lacking. This article reports on the construction, reliability, internal validity, and external validity of the Achievement Emotions Questionnaire (AEQ) which is designed to assess various achievement emo tions experienced by students in academic settings. The instrument contains 24 scales measuring enjoy ment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom during class, while studying, and when taking tests and exams. Scale construction used a rational empirical strategy based on Pek run's (2006) control value theory of achievement emotions and prior exploratory research. The instru ment was tested in a study using a sample of university students (N 389). Findings indicate that the scales are reliable, internally valid as demonstrated by confirmatory factor analysis, and externally valid in terms of relationships with students' control value appraisals, learning, and academic performance. The results provide further support for the control value theOlY and help to elucidate the structure and role of emotions in educational settings. Directions for future research and implications for educa tiona I practice are discussed.

The linkages of achievement-related boredom with students' appraisals and performance outcomes were examined in a series of 5 exploratory, cross-sectional , and predictive investigations. Studies I and 2 assessed students' boredom in a single achievement episode (i.e., state achievement boredom); Studies 3, 4, and 5 focused on their habitual boredom (i.e., trait achievement boredom). Samples consisted of university students from two different cultural contexts (North America and Germany). In line with hypotheses derived from Pekrun's (2006) control-value theory of achievement emotions, achievementrelated subjective control and value negatively predicted boredom. In turn, boredom related positively to attention problems and negatively to intrinsic motivation, effo rt, use of elaboration strategies , sel fregulation, and subsequent academic performance. Findings were consi stent across different constructs (state vs. trait achievement boredom), methodologies (qualitative, cross-sectional, and predicti ve), and cultural co ntexts. The research is discussed with regard to the underdeveloped literature on achievement emotions.

A reciprocal effects model linking emotion and achievement over time is proposed. The model was tested using five annual waves of the Project for the Analysis of Learning and Achievement in Mathematics (PALMA) longitudinal study, which investigated adolescents' development in mathematics (Grades 5-9; N = 3,425 German students; mean starting age = 11.7 years; representative sample). Structural equation modeling showed that positive emotions (enjoyment, pride) positively predicted subsequent achievement (math end-of-the-year grades and test scores), and that achievement positively predicted these emotions, controlling for students' gender, intelligence, and family socioeconomic status. Negative emotions (anger, anxiety, shame, boredom, hopelessness) negatively predicted achievement, and achievement negatively predicted these emotions. The findings were robust across waves, achievement indicators, and school tracks, highlighting the importance of emotions for students' achievement and of achievement for the development of emotions.

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In this study, the authors examined the relationship between teacher and student enjoyment. Based on social-cognitive approaches to emotions, they hypothesized (a) that teacher enjoyment and student enjoyment within classrooms are positively linked and (b) that teacher enthusiasm mediates the relationship between teacher and student enjoyment. Self-reported enjoyment of mathematics classes was available from 1,542 students from 71 classrooms at 2 time points (Grades 7 and 8). At Time 2, mathematics teachers' reports of their enjoyment of teaching were available (N ϭ 71), as well as student ratings of teacher enthusiasm. The findings were in line with theoretical expectations. Multilevel structural equation modeling showed that teacher and student enjoyment were positively related even when the authors adjusted for students' previous-class levels of mathematics enjoyment, and that the effect of teacher enjoyment on student enjoyment was mediated by teacher enthusiasm. Discussion centers on the practical implications for affective interactions in the classroom.

This study investigated adolescents' developmental trajectories of mathematics interest and explored related effects of gender, family, and school context. Latent growth curve modeling was used to analyze longitudinal data of N 5 3,193 students (51% female) from grades 5 to 9 from all 3 ability tracks of the German state school system. Annual assessments involved student questionnaires on interest in mathematics, perceptions of classroom characteristics (classroom values for mathematics, mathematics teacher enthusiasm), as well as parent questionnaires regarding family values for mathematics. Results indicated a downward trend of students' mathematics interest that plateaued in later years, with high variability in mean levels, but little variability in the shape of the growth trajectories. Boys reported higher mathematics interest than girls, but similar downward growth trajectories. Students from the lowest ability track showed more favorable interest trajectories than students from the middle and highest tracks. Family values and classroom characteristics were positively related to within-person levels of interest over time and to average individual levels of interest, but not to growth parameters. Theoretical and practical implications are discussed.JOURNAL OF RESEARCH ON ADOLESCENCE, 20(2), 507-537 r

This study analyzed gender differences in achievement emotions in the domain of mathematics. Based on Pekrun's (2000Pekrun's ( , 2006 It is a widespread belief among students, teachers, and parents alike that girls and mathematics are a "bad fit". Researchers from a wide range of disciplines have long been