This paper’s editorial review was conducted by Phil Zelazo.
Special Section on Self-Regulation, Effortful Control, and Executive Functions in Child Development
Linking Students’ Emotions and Academic Achievement: When and Why Emotions Matter
Article first published online: 15 JUL 2011
© 2011 The Authors. Child Development Perspectives © 2011 The Society for Research in Child Development
Child Development Perspectives
Volume 6, Issue 2, pages 129–135, June 2012
How to Cite
Valiente, C., Swanson, J. and Eisenberg, N. (2012), Linking Students’ Emotions and Academic Achievement: When and Why Emotions Matter. Child Development Perspectives, 6: 129–135. doi: 10.1111/j.1750-8606.2011.00192.x
- Issue published online: 14 MAY 2012
- Article first published online: 15 JUL 2011
- effortful control;
- academic achievement
Abstract— Few studies include associations of emotions, or of individual differences in emotionality, to academic competence, and there are virtually no empirical data on when or why relations exist (or do not exist). The few studies of emotion and achievement have largely focused on anxiety, but there has been scant theoretical and empirical attention devoted to the treatment of other emotions. It is suggested that considering the moderated and indirect effects of students’ emotions on their academic functioning may provide an understanding of whether and under what circumstances emotions are related to achievement. This article briefly reviews findings linking situational and dispositional negative or positive emotions to academic achievement and suggests that researchers can learn much about relations between emotions and achievement by considering the potential moderating role of effortful control, as well as considering the mediating roles that cognitive processes, motivational mechanisms, and classroom relationships play in linking emotions and achievement.