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

American educational research journal, 2018-12, Vol.55 (6), p.1339-1368

2018

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Achievement goals as mediators of the relationship between competence beliefs and test anxiety

British journal of educational psychology, 2012-06, Vol.82 (2), p.207-224

2012

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Achievement Emotions and Academic Achievement: Reciprocal Relations and the Moderating Influence of Academic Buoyancy

Journal of educational psychology, 2022-01, Vol.114 (1), p.108-126

2022

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Inaugural editorial: Updates and future directions

British journal of educational psychology, 2024-03, Vol.94 (1), p.1-5

Putwain, David W.

2024

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Complex dynamics: Investigation of within- and between-person relationships between achievement emotions and emotion regulation during exam preparation through dynamic network modeling

Journal of educational psychology, 2024-07

2024

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The role of achievement emotions in primary school mathematics: Control–value antecedents and achievement outcomes

British journal of educational psychology, 2021-03, Vol.91 (1), p.347-367

2021

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Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time

Learning and instruction, 2018-04, Vol.54, p.73-81

2018

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An examination of the self-referent executive processing model of test anxiety: control, emotional regulation, self-handicapping, and examination performance

European journal of psychology of education, 2019-04, Vol.34 (2), p.341-358

Putwain, David W.

2019

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Socio-economic status, gender and achievement: the mediating role of expectancy and subjective task value

Educational psychology (Dorchester-on-Thames), 2022-07, Vol.42 (6), p.730-748

2022

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School‐related subjective well‐being promotes subsequent adaptability, achievement, and positive behavioural conduct

British journal of educational psychology, 2020-03, Vol.90 (1), p.92-108

2020

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Relations between gender stereotyping and foreign language attainment: The mediating role of language learners’ anxiety and self‐efficacy

British journal of educational psychology, 2022-03, Vol.92 (1), p.212-235

2022

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Anxiety in the mathematics classroom: reciprocal relations with control and value, and relations with subsequent achievement

ZDM, 2023-03, Vol.55 (2), p.285-298

2023

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Warning Students of the Consequences of Examination Failure: An Effective Strategy for Promoting Student Engagement?

Journal of educational psychology, 2023-01, Vol.115 (1), p.36-54

2023

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The role of academic buoyancy and emotions in students’ learning‐related expectations and behaviours in primary school

British journal of educational psychology, 2020-12, Vol.90 (4), p.948-963

2020

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Students' Emotion Regulation and School-Related Well-Being: Longitudinal Models Juxtaposing Between- and Within-Person Perspectives

Journal of educational psychology, 2023-10, Vol.115 (7), p.932-950

2023

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Test anxiety in primary school children: A 20-year systematic review and meta-analysis

Journal of school psychology, 2023-06, Vol.98, p.39-60

2023

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French Study of Multidimensional Test Anxiety Scale in Relation to Performance, Age, and Gender

Journal of psychoeducational assessment, 2023-10, Vol.41 (7), p.828-834

2023

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Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress

Educational psychology (Dorchester-on-Thames), 2019-01, Vol.39 (1), p.51-64

2019

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Test anxiety in UK schoolchildren: Prevalence and demographic patterns

British journal of educational psychology, 2007-09, Vol.77 (3), p.579-593

Putwain, David W.

2007

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Academically buoyant students are less anxious about and perform better in high-stakes examinations

British journal of educational psychology, 2015-09, Vol.85 (3), p.247-263

2015

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The role of attainment value, academic self-efficacy, and message frame in the appraisal of value-promoting messages

British journal of educational psychology, 2016-09, Vol.86 (3), p.446-460

2016

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An evaluative message fosters mathematics performance in male students but decreases intrinsic motivation in female students

Educational psychology (Dorchester-on-Thames), 2020-09, Vol.40 (8), p.941-960

2020

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"'Sink or swim': buoyancy and coping in the cognitive test anxiety - academic performance relationship"

Educational psychology (Dorchester-on-Thames), 2016-11, Vol.36 (10), p.1807-1825

2016

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Teacher Use of Loss-Focused, Utility Value Messages, Prior to High-Stakes Examinations, and Their Appraisal by Students

Journal of psychoeducational assessment, 2019-04, Vol.37 (2), p.169-180

2019

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Fear appeals, engagement, and examination performance: The role of challenge and threat appraisals

British journal of educational psychology, 2017-03, Vol.87 (1), p.16-31

2017

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

Achievement goals as mediators of the relationship between competence beliefs and test anxiety

Achievement Emotions and Academic Achievement: Reciprocal Relations and the Moderating Influence of Academic Buoyancy

Inaugural editorial: Updates and future directions

Complex dynamics: Investigation of within- and between-person relationships between achievement emotions and emotion regulation during exam preparation through dynamic network modeling

The role of achievement emotions in primary school mathematics: Control–value antecedents and achievement outcomes

Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time

An examination of the self-referent executive processing model of test anxiety: control, emotional regulation, self-handicapping, and examination performance

Socio-economic status, gender and achievement: the mediating role of expectancy and subjective task value

School‐related subjective well‐being promotes subsequent adaptability, achievement, and positive behavioural conduct

Relations between gender stereotyping and foreign language attainment: The mediating role of language learners’ anxiety and self‐efficacy

Anxiety in the mathematics classroom: reciprocal relations with control and value, and relations with subsequent achievement

Warning Students of the Consequences of Examination Failure: An Effective Strategy for Promoting Student Engagement?

The role of academic buoyancy and emotions in students’ learning‐related expectations and behaviours in primary school

Students' Emotion Regulation and School-Related Well-Being: Longitudinal Models Juxtaposing Between- and Within-Person Perspectives

Test anxiety in primary school children: A 20-year systematic review and meta-analysis

French Study of Multidimensional Test Anxiety Scale in Relation to Performance, Age, and Gender

Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress

Test anxiety in UK schoolchildren: Prevalence and demographic patterns

Academically buoyant students are less anxious about and perform better in high-stakes examinations

The role of attainment value, academic self-efficacy, and message frame in the appraisal of value-promoting messages

An evaluative message fosters mathematics performance in male students but decreases intrinsic motivation in female students

"'Sink or swim': buoyancy and coping in the cognitive test anxiety - academic performance relationship"

Teacher Use of Loss-Focused, Utility Value Messages, Prior to High-Stakes Examinations, and Their Appraisal by Students

Fear appeals, engagement, and examination performance: The role of challenge and threat appraisals

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