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In Andrew J. Elliot & Carol S. Dweck (eds.), Handbook of Competence and Motivation. The Guilford Press (2005)

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  1. How Workaholic Leadership Affects Employee Self-Presentation: The Role of Workplace Anxiety and Segmentation Supplies.Qi Zeng & Xin Liu - 2022 - Frontiers in Psychology 13.
    In an increasingly competitive and performance-oriented society, workaholic leadership is becoming increasingly common and is even embraced and supported by many organizations. However, previous studies have not paid sufficient attention to the impact of workaholic leadership on employee psychology and behavior. This study, based on the conservation of resources theory, explores the effect of workaholic leadership on employee self-presentation. Through an empirical analysis of 256 employees’ questionnaires, we found a significant positive impact between workaholic leaders and employee self-presentation. This process (...)
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  • Investigating the Effect of the State, Stability, and Change in Deep Approaches to Learning From Kindergarten to Third Grade: A Multilevel Structural Equation Modeling Indicator-Specific Growth Model Approach.Chung Chin Wu - 2022 - Frontiers in Psychology 13.
    Adopting deep approaches to learning can have a profound impact on learning outcomes. The extent of change in the learning approach could be attributed to the effect of contextual factors. After a substantive review, it was found that research interested in investigating the longitudinal effect of deep approaches to learning on learning outcomes were rarely directly concerned with the longitudinal state and trend of the approach itself. Moreover, the limitations of past analytical methods, has not been appropriately acknowledged. This study (...)
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  • Apprehending anxiety: an introduction to the Topical Collection on worry and wellbeing.Juliette Vazard & Charlie Kurth - 2022 - Synthese 200 (4):1-17.
    The aim of this collection is to show how work in the analytic philosophical tradition can shed light on the nature, value, and experience of anxiety. Contrary to widespread assumptions, anxiety is not best understood as a mental disorder, or an intrinsically debilitating state, but rather as an often valuable affective state which heightens our sensitivity to potential threats and challenges. As the contributions in this volume demonstrate, learning about anxiety can be relevant for debates, not only in the philosophy (...)
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  • The Emotion of Self-Reflexive Anxiety.Ruth Rebecca Tietjen - 2020 - Journal of the American Philosophical Association 6 (3):297-315.
    In this article, I provide an analysis of the widespread, intellectually fascinating, and existentially challenging phenomenon of self-reflexive anxiety in which we feel threatened by what or who we are. I focus on those cases in which we take an event or action whose possible occurrence we attribute to ourselves to be expressive or constitutive of our identity. As I argue, depending on the kind of event we are dealing with, our descriptive self-conception, our self-esteem, or our evaluative self-conception are (...)
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  • Development and Validation of the Approach-Avoidance System Questionnaire.Anne Teboul, Cyril Klosek, Camille Montiny & Christophe Gernigon - 2019 - Frontiers in Psychology 10.
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  • Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects.Ricarda Steinmayr, Julia Crede, Nele McElvany & Linda Wirthwein - 2015 - Frontiers in Psychology 6.
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  • Understanding Emotion-Related Processes in Classroom Activities Through Functional Measurements.Victoria Prokofieva, Svetlana Kostromina, Sofia Polevaia & Fabien Fenouillet - 2019 - Frontiers in Psychology 10.
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  • The Impact of Cooperative Learning on University Students’ Academic Goals.Santiago Mendo-Lázaro, Benito León-del-Barco, María-Isabel Polo-del-Río & Víctor M. López-Ramos - 2022 - Frontiers in Psychology 12.
    Cooperative learning encourages the development of interpersonal skills and motivates students to participate more actively in the teaching and learning process. This study explores the impact of cooperative learning on the academic goals influencing university students’ behavior and leading to the attainment of a series of academic objectives. To this end, a quasi-experimental pretest-posttest control group design was used, with a sample of 509 university students from Preschool, Primary and Social Education undergraduate degree courses. Using the Academic Goals Questionnaire, pretest (...)
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  • Dynamic relationships between stress states and working memory.Gerald Matthews & Sian E. Campbell - 2010 - Cognition and Emotion 24 (2):357-373.
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  • A better state-of-mind: deep breathing reduces state anxiety and enhances test performance through regulating test cognitions in children.Kiat Hui Khng - 2017 - Cognition and Emotion 31 (7):1502-1510.
    A pre-test/post-test, intervention-versus-control experimental design was used to examine the effects, mechanisms and moderators of deep breathing on state anxiety and test performance in 122 Primary 5 students. Taking deep breaths before a timed math test significantly reduced self-reported feelings of anxiety and improved test performance. There was a statistical trend towards greater effectiveness in reducing state anxiety for boys compared to girls, and in enhancing test performance for students with higher autonomic reactivity in test-like situations. The latter moderation was (...)
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  • Striving to Become a Better Teacher: Linking Teacher Emotions With Informal Teacher Learning Across the Teaching Career.Xianhan Huang, John Chi-Kin Lee & Anne Christiane Frenzel - 2020 - Frontiers in Psychology 11.
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  • Intelligence beliefs, goal orientations and children’s academic achievement: does the children’s gender matter?Loredana R. Diaconu-Gherasim, Ana-Maria Tepordei, Cornelia Mairean & Andrei Rusu - 2018 - Educational Studies 45 (1):95-112.
    This study evaluated how gender is related to children’s intelligence beliefs, goal orientations and academic achievement and whether there are gender differences in how intelligence beliefs and goal orientations are related to academic achievement. The participants, 362 seventh grade students, completed measures regarding their intelligence beliefs and goal orientations at the beginning of the second semester and the grades were collected at the end of the semester. Girls reported higher scores on incremental belief, mastery goal and higher achievement but lower (...)
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  • Revealing Nuanced Relationships Among Cognitive Test Anxiety, Motivation, and Self-Regulation Through Curvilinear Analyses.Jerrell C. Cassady & W. Holmes Finch - 2020 - Frontiers in Psychology 11.
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