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Reinhard Pekrun (1952-)

Psychologe

Name	Reinhard Pekrun
Zeit	1952- (Lebensdaten)
Ort	Braunschweig (Geburtsort) Deutschland
Geschlecht	männlich
Akademischer Grad bzw. Titel	Prof. Dr.
Beruf	Psychologe (charakteristischer Beruf) Hochschullehrer
Beziehung	Ludwig-Maximilians-Universität München Universität Regensburg
Weitere Angaben	Prof. für Psychologie an der Univ. Regensburg (1994-2001); Prof. für pädagogische Psychologie, Diagnostik und Evaluation an der Univ. München (ab 2001)
Quelle	LCAuth
Datensatztyp	Person
GND-Nummer	137658133
Datensatz-ID	137658133
Beteiligt an alle anzeigen Basic Psychological Needs Under Constrained Autonomy: A Substantive–Methodological Reflection and Analysis of School Leaders’ Needs from a Self-Determination Theory Perspective A systematic review and multilevel meta-analysis of the relationship between boredom and arousal The Reciprocal Effects Model is Robust to Alternative Modeling Specifications: A Response to Sorjonen et al., 2025 Spiritual boredom is associated with over- and underchallenge, lack of value, and reduced motivation Brief use of behavioral activation features predicts benefits of self-help app on depression symptoms: secondary analysis of a selective prevention trial in young people Emotion dynamics in learning : insight from a situational approach Strategies for regulating achievement emotions: conceptualization and relations with university students' emotions, well-being, and health The role of leadership in medical trainee team-regulation dynamics in crisis resource management simulation education Control-Value Theory: From Achievement Emotion to a General Theory of Human Emotions Cracking Chicken-Egg Conundrums: Juxtaposing Contemporaneous and Lagged Reciprocal Effects Models of Academic Self-Concept and Achievement’s Directional Ordering Overcoming Fragmentation in Motivation Science: Why, When, and How Should We Integrate Theories? Boredom due to being over‐ or under‐challenged in mathematics: A latent profile analysis Emotional competence self-help mobile phone app versus cognitive behavioural self-help app versus self-monitoring app to promote mental wellbeing in healthy young adults (ECoWeB PROMOTE): an international, multicentre, parallel, open-label, randomised controlled trial Joy is reciprocally transmitted between teachers and students: Evidence on facial mimicry in the classroom Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy Too Much of a Good Thing Might Be Bad: the Double-Edged Sword of Parental Aspirations and the Adverse Effects of Aspiration-Expectation Gaps Peer Victimization: an Integrative Review and Cross-National Test of a Tripartite Model A three-dimensional taxonomy of achievement emotions Measuring emotions in mathematics : the Achievement Emotions Questionnaire-Mathematics (AEQ-M) Our individual order of things directs how we think we feel Measuring emotions in mathematics: the Achievement Emotions Questionnaire—Mathematics (AEQ-M) The role of epistemic emotions in undergraduate students’ proof construction Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives Moderation of the Big-Fish-Little-Pond Effect: Juxtaposition of Evolutionary (Darwinian-Economic) and Achievement Motivation Theory Predictions Based on a Delphi Approach Activity Achievement Emotions and Academic Performance: A Meta-analysis Activity achievement emotions and academic performance: a meta-analysis Boredom Makes Me Sick: Adolescents’ Boredom Trajectories and Their Health-Related Quality of Life Emotionen in Schule und Unterricht : Bedingungen und Auswirkungen von Emotionen bei Lehrkräften und Lernenden Leistungsemotionen in der Schule: theoretische Grundlagen und aktuelle Befunde Test Anxiety and Physiological Arousal: A Systematic Review and Meta-Analysis Are concepts of achievement-related emotions universal across cultures? A semantic profiling approach Beyond cold technology: a systematic review and meta-analysis on emotions in technology-based learning environments Control-value appraisals, achievement emotions, and foreign language performance: a latent interaction analysis Emotional foundations of game-based learning Emotions and learning from multiple representations and perspectives Excessive boredom among adolescents: A comparison between low and high achievers Surprised–curious–confused: epistemic emotions and knowledge exploration Who enjoys teaching, and when? The Murky Distinction Between Curiosity and Interest: State of the Art and Future Prospects Surprise, curiosity, and confusion promote knowledge exploration: evidence for robust effects of epistemic emotions Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis Effects of achievement contexts on the meaning structure of emotion words Emotionen beim technologiebasierten Lernen Emotion, Motivation und selbstreguliertes Lernen Teachers’ emotions and emotion management: integrating emotion regulation theory with emotional labor research Intraindividual relations between achievement goals and discrete achievement emotions : An experience sampling approach The Paradoxical Role of Perceived Control in Late Life Health Behavior The Paradoxical Role of Perceived Control in Late Life Health Behavior Differential binding of colors to objects in memory: red and yellow stick better than blue and green Exploring teacher emotions : a literature review and an experience sampling study Teaching this class drives me nuts! - Examining the Person and Context Specificity of Teacher Emotions Teaching This Class Drives Me Nuts! : Examining the Person and Context Specificity of Teacher Emotions Do girls really experience more anxiety in mathematics? Research Practices That Can Prevent an Inflation of False-Positive Rates Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education Types of boredom: an experience sampling approach Memory suppression can help people “unlearn” behavioral responses—but only for nonemotional memories Affective state influences retrieval-induced forgetting for integrated knowledge Do Girls Really Experience More Anxiety in Mathematics? Beyond quantitative decline : Conceptual shifts in adolescents' development of interest in mathematics

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Katalog der Deutschen Nationalbibliothek

Reinhard Pekrun (1952-)

Basic Psychological Needs Under Constrained Autonomy: A Substantive–Methodological Reflection and Analysis of School Leaders’ Needs from a Self-Determination Theory Perspective

A systematic review and multilevel meta-analysis of the relationship between boredom and arousal

The Reciprocal Effects Model is Robust to Alternative Modeling Specifications: A Response to Sorjonen et al., 2025

Spiritual boredom is associated with over- and underchallenge, lack of value, and reduced motivation

Brief use of behavioral activation features predicts benefits of self-help app on depression symptoms: secondary analysis of a selective prevention trial in young people

Emotion dynamics in learning : insight from a situational approach

Strategies for regulating achievement emotions: conceptualization and relations with university students' emotions, well-being, and health

The role of leadership in medical trainee team-regulation dynamics in crisis resource management simulation education

Control-Value Theory: From Achievement Emotion to a General Theory of Human Emotions

Cracking Chicken-Egg Conundrums: Juxtaposing Contemporaneous and Lagged Reciprocal Effects Models of Academic Self-Concept and Achievement’s Directional Ordering

Overcoming Fragmentation in Motivation Science: Why, When, and How Should We Integrate Theories?

Boredom due to being over‐ or under‐challenged in mathematics: A latent profile analysis

Emotional competence self-help mobile phone app versus cognitive behavioural self-help app versus self-monitoring app to promote mental wellbeing in healthy young adults (ECoWeB PROMOTE): an international, multicentre, parallel, open-label, randomised controlled trial

Joy is reciprocally transmitted between teachers and students: Evidence on facial mimicry in the classroom

Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy

Too Much of a Good Thing Might Be Bad: the Double-Edged Sword of Parental Aspirations and the Adverse Effects of Aspiration-Expectation Gaps

Peer Victimization: an Integrative Review and Cross-National Test of a Tripartite Model

A three-dimensional taxonomy of achievement emotions

Measuring emotions in mathematics : the Achievement Emotions Questionnaire-Mathematics (AEQ-M)

Our individual order of things directs how we think we feel

Measuring emotions in mathematics: the Achievement Emotions Questionnaire—Mathematics (AEQ-M)

The role of epistemic emotions in undergraduate students’ proof construction

Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives

Moderation of the Big-Fish-Little-Pond Effect: Juxtaposition of Evolutionary (Darwinian-Economic) and Achievement Motivation Theory Predictions Based on a Delphi Approach

Activity Achievement Emotions and Academic Performance: A Meta-analysis

Activity achievement emotions and academic performance: a meta-analysis

Boredom Makes Me Sick: Adolescents’ Boredom Trajectories and Their Health-Related Quality of Life

Emotionen in Schule und Unterricht : Bedingungen und Auswirkungen von Emotionen bei Lehrkräften und Lernenden

Leistungsemotionen in der Schule: theoretische Grundlagen und aktuelle Befunde

Test Anxiety and Physiological Arousal: A Systematic Review and Meta-Analysis

Are concepts of achievement-related emotions universal across cultures? A semantic profiling approach

Beyond cold technology: a systematic review and meta-analysis on emotions in technology-based learning environments

Control-value appraisals, achievement emotions, and foreign language performance: a latent interaction analysis

Emotional foundations of game-based learning

Emotions and learning from multiple representations and perspectives

Excessive boredom among adolescents: A comparison between low and high achievers

Surprised–curious–confused: epistemic emotions and knowledge exploration

Who enjoys teaching, and when?

The Murky Distinction Between Curiosity and Interest: State of the Art and Future Prospects

Surprise, curiosity, and confusion promote knowledge exploration: evidence for robust effects of epistemic emotions

Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis

Effects of achievement contexts on the meaning structure of emotion words

Emotionen beim technologiebasierten Lernen

Emotion, Motivation und selbstreguliertes Lernen

Teachers’ emotions and emotion management: integrating emotion regulation theory with emotional labor research

Intraindividual relations between achievement goals and discrete achievement emotions : An experience sampling approach

The Paradoxical Role of Perceived Control in Late Life Health Behavior

The Paradoxical Role of Perceived Control in Late Life Health Behavior

Differential binding of colors to objects in memory: red and yellow stick better than blue and green

Exploring teacher emotions : a literature review and an experience sampling study

Teaching this class drives me nuts! - Examining the Person and Context Specificity of Teacher Emotions

Teaching This Class Drives Me Nuts! : Examining the Person and Context Specificity of Teacher Emotions

Do girls really experience more anxiety in mathematics?

Research Practices That Can Prevent an Inflation of False-Positive Rates

Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education

Types of boredom: an experience sampling approach

Memory suppression can help people “unlearn” behavioral responses—but only for nonemotional memories

Affective state influences retrieval-induced forgetting for integrated knowledge

Do Girls Really Experience More Anxiety in Mathematics?

Beyond quantitative decline : Conceptual shifts in adolescents' development of interest in mathematics