Artikel

Lavelle-Hill, R., Frenzel, A. C., Goetz, T., Lichtenfeld, S., Marsh, H., Pekrun, R., Sakaki, M., Smith, G., & Murayama, K. (in press). How the predictors of math achievement change over time: A longitudinal machine learning approach. Journal of Educational Psychology.

Botes, E., Dewaele, J.-M., Greiff, S., & Goetz, T. (2024). Can personality predict foreign language classroom emotions? The devil’s in the detail. Studies in Second Language Acquisition, 46, 51-74.

Götz, T. (2024). Unangenehmes Erleben. Ist es gut, sich hin und wieder zu langweilen? Forschung und Lehre, 31(1/24), 122-123.

Goetz, T., Botes, E., Resch, L. M., Weiss, S., Frenzel, A. C., & Ebner, M. (2024). Teachers emotionally profit from positive school leadership: Applying the PERMA-Lead model to the control-value theory of emotions. Teaching and Teacher Education, 141, 104517. doi:10.1016/j.tate.2024.104517

Goetz, T., Steiner, W., Graf, E., Stempfer, L., Ristl, C., Rupprecht, F. S., Donath, J. L., Botes, E., & Nikitin, J. (2024). Assessing psychological variables on mobile devices: An introduction to the experience sampling app ESM-Quest. Frontiers in Psychology, 14, 1271422. doi:10.3389/fpsyg.2023.1271422

Graf, E., Goetz, T., Bieleke, M., & Murano, D. (2024). Feeling politics at high school: Antecedents and effects of emotions in civic education. Political Psychology, 45(1), 23-42. doi:10.1111/pops.12907

Graf, E., Stempfer, L., Muis, K. R., & Goetz, T. (2024). Classroom emotions in civic education: A multilevel approach to antecedents and effects. Learning and Instruction, 90, 101869. doi:10.1016/j.learninstruc.2023.101869

Sakaki, M., Murayama, K., Frenzel, A. C., Goetz, T., Marsh, H. W., Lichtenfeld, S., & Pekrun, R. (2024). Developmental trajectories of achievement emotions in mathematics during adolescence. Child Development, 95(1), 276-295. doi:10.1111/cdev.13996

Bardach, L., Yanagida, T., Goetz, T., Jach, H., & Pekrun, R. (2023). Self-regulated and externally regulated learning in adolescence: Developmental trajectories and relations with teacher behavior, parent behavior, and academic achievement. Developmental Psychology, 59(7), 1327–1345. doi:10.1037/dev0001537

Bieleke, M., Goetz, T., Krannich, M., Roos, A. L., & Yanagida, T. (2023). Starting tests with easy versus difficult tasks: Effects on appraisals and emotions. The Journal of Experimental Education, 91(2), 317-335. doi:10.1080/00220973.2021.1947764

Bieleke, M., Goetz, T., Yanagida, T., Botes, E., Frenzel., A. C., & Pekrun, R. (2023). Measuring emotions in mathematics: The Achievement Emotions Questionnaire - Mathematics (AEQ-M). ZDM Mathematics Education, 55, 269-284. doi:10.1007/s11858-022-01425-8

Donath, J. L., Graf, E., Götz, T., Tran, U. S., & Lüke, T., (2023). Die Wirksamkeit von Fortbildungen zu inklusiver Bildung unter der Lupe: Eine Metaanalyse. Zeitschrift für Heilpädagogik, 74, 436-454.

Donath, J., Lüke, T., Graf, E., Tran, U. S., & Goetz, T. (2023). Does professional development effectively support the implementation of inclusive education? A meta-analysis. Educational Psychology Review, 35, 30. doi:10.1007/s10648-023-09752-2

Ebner, M., & Götz, T. (2023). Positive Leadership. Lehren & Lernen, 49, 26-28.

Ebner, M., & Götz, T. (2023). Positive Leadership - Schulen stärkenorientiert führen. SchulVerwaltung, 11(2), 47-49.

Goetz, T. & Baumann, J. (2023). Werteorientierte Schulentwicklung. SchulVerwaltung, 11(2), 43-46

Goetz, T., Bieleke, M., Yanagida, T., Krannich, M., Roos, A.-L., Frenzel, A. C., Lipnevich, A. A., & Pekrun, R. (2023). Test boredom: Exploring a neglected emotion. Journal of Educational Psychology, 115(7), 911–931. doi:10.1037/edu0000807

Goetz, T., Gogol, K., Pekrun, R., Lipnevich, A. A., Becker, E. S., Krannich, M., & Sticca, F. (2023). Our individual order of things directs how we think we feel. Cognition and Emotion, 37(5), 990-996. doi:10.1080/02699931.2023.2214349

Pekrun, R., Marsh, H. W., Elliot, A. J., Stockinger, K., Perry, R. P., Vogl, E., Goetz, T., van Tilburg, W. A. P., Lüdtke, O., & Vispoel, W. P. (2023). A three-dimensional taxonomy of achievement emotions. Journal of Personality and Social Psychology, 124(1), 145–178. doi:10.1037/pspp0000448

Pekrun, R., Marsh, H. W., Suessenbach, F., Frenzel, A. C., & Goetz, T. (2023). School grades and students’ emotions: Longitudinal models of within-person reciprocal effects. Learning and Instruction, 83, 101626. doi:10.1016/j.learninstruc.2022.101626

Roos, A., Goetz, T., Krannich, M., Donker, M., Bieleke, M., Caltabiano, A., & Mainhard, T. (2023). Control, anxiety and test performance: Self-reported and physiological indicators of anxiety as mediators. British Journal of Educational Psychology, 93, 72–89. doi:10.1111/bjep.12536

Sticca, F., Goetz, T., Möller, J., Eberle, F., Murayama, K., & Shavelson, R. (2023). Same same but different: The role of subjective domain similarity in the longitudinal interplay among achievement and self-concept in multiple academic domains. Learning and Individual Differences, 102, 102270. doi:10.1016/j.lindif.2023.102270

Arens, A. K., Frenzel, A. C., & Goetz, T. (2022). Self-concept and self-efficacy in math: Longitudinal interrelations and reciprocal linkages with achievement. The Journal of Experimental Education, 90(3), 615-633. doi:10.1080/00220973.2020.1786347

Bieg, S., Dresel, M., Goetz, T., & Nett, U. E. (2022). Teachers’ enthusiasm and humor and its’ lagged relationships with students’ enjoyment and boredom - A latent trait-state-approach. Learning and Instruction, 81, 101579. doi:10.1016/j.learninstruc.2021.101579

Bieleke, M., Schwarzkopf, J.-M., Götz, T., & Haag, L. (2022). The agonizing effects of uncertainty: Effects of announced vs. unannounced performance assessments on emotions and achievement. PLoS ONE 17(8): e0272443. doi:10.1371/journal.pone.0272443

Costache, O., Edelsbrunner, P. A., Becker, E. S., Sticca, F., Staub, F. C. & Goetz, T. (2022) Wachstumsverläufe der intrinsischen Wertüberzeugungen in Mathematik und Französisch: Zusammenhänge mit Berufsorientierungen. Zeitschrift für Erziehungswissenschaft, 25, 269-291. doi:10.1007/s11618-022-01095-y

Costache, O., Becker, E. S., & Goetz, T. (2022). Is English the culprit? Longitudinal associations between students’ value beliefs in English, German, and French in multilingual Switzerland. The Modern Language Journal, 106(2), 313-327. doi:10.1111/modl.12774

Krannich, M., Goetz, T., Roos, A.-L., Murayama, K., Keller, M. M., Bieg, M., & Lipnevich, A. A. (2022).  Predictive validity of state versus trait challenge and boredom for career aspirations. Learning and Instruction, 81, 101596. doi:10.1016/j.learninstruc.2022.101596

Sun, X., Hendrickx, M. M. H. G., Goetz, T., Wubbels, T., & Mainhard, T. (2022). Classroom social environment as student emotions’ antecedent: Mediating role of achievement goals. The Journal of Experimental Education, 90, 146-157. doi:10.1080/00220973.2020.1724851

Bieleke, M., Gogol, K., Goetz, T., Daniels, L., & Pekrun, R. (2021). The AEQ-S: A short version of the Achievement Emotions Questionnaire. Contemporary Educational Psychology, 65, 101940.

Goetz, T., Bieleke, M., Gogol, K., van Tartwijk, J., Mainhard, T., Lipnevich, A. A, & Pekrun, R. (2021). Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions. Learning and Instruction, 71, 101349. doi:10.1016/j.cedpsych.2020.101940

Lipnevich, A. A., Murano, D., Krannich, M., & Goetz, T. (2021). Should I grade or should I comment? Links among feedback, emotions, and performance. Learning and Individual Differences, 89, 102020. doi: 10.1016/j.lindif.2021.102020

Roos, A.-L., Goetz, T., Krannich, M., Jarrell, A., Donker, M., & Mainhard, T. (2021) Test anxiety components: An intra-individual approach testing their control antecedents and effects on performance. Anxiety, Stress, and Coping, 34(3), 279-298. doi:10.1080/10615806.2020.1850700.

Roos, A-L., Goetz, T., Voracek, M., Krannich, M., Bieg, M., Jarrell, A., & Pekrun, R. (2021). Test anxiety and physiological arousal: A systematic review and meta-analysis. Educational Psychology Review,33, 579-618. doi:10.1007/s10648-020-09543-z

Schwartze, M. M., Frenzel, A. C., Goetz, T., Pekrun, R., Reck, C., Marx, A. K. G., & Fiedler, D. (2021). Boredom makes me sick: Adolescents’ boredom trajectories and their health-related quality of life. International Journal of Environmental Research and Public Health, 18, 6308. doi: 0.3390/ijerph18126308

Wolff, F., Sticca, F., Niepel, C., Goetz, T., van Damme, J., & Möller, J. (2021). The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries. Journal of Educational Psychology, 113, 1529-1549. doi:10.1037/edu0000632

Zhang, K., Goetz, T., Chen, F., & Sverdlik, A. (2021). Angry women are more trusting: The differential effects of perceived social distance on trust behavior. Frontiers in Psychology, 12(591312). doi:10.3389/fpsyg.2021.591312

Zhang, K., Wu, S., Xu, Y., Cao, W., Goetz, T, & Parks-Stamm, E. J.  (2021). Adaptability promotes student engagement under COVID-19: The multiple-mediating effects of academic emotion. Frontiers in Psychology, 11, 3785. doi:10.3389/fpsyg.2020.633265.

Donker, M., van Gog, T., Goetz, T., Roos, A.-L., & Mainhard, T. (2020). Associations between teachers’ interpersonal behavior, physiological arousal, and lesson-focused emotions. Contemporary Educational Psychology, 63, 101906. doi:10.1016/j.cedpsych.2020.101906.

Goetz, T., Keller, M. M., Lüdtke, O., Nett, U. E., & Lipnevich, A. A. (2020). The dynamics of real-time classroom emotions: Appraisals mediate the relation between students’ perceptions of teaching and their emotions. Journal of Educational Psychology, 112 (6), 1243-1260. doi:10.1037/edu0000415

Mason, L., Zaccoletti, S., Scrimin, S., Tornatora, M. C., Florit, E., & Goetz, T. (2020). Reading with the eyes and under the skin: Processing and comprehension of multiple digital texts. Journal of Computer Assisted Learning, 36, 89-101. doi:10.1111/jcal.12399

Schwartze, M. M., Frenzel, A. C., Goetz, T., Marx, A. K. G., Reck, C., Pekrun, R., & Fiedler, D. (2020). Excessive boredom among adolescents: A comparison across low versus high achievers. PLoS ONE 15(11): e0241671. doi:10.1371/journal.pone.0241671 

Tracey, D., Morin, A.J.S., Pekrun, R., Arens, K.A., Murayama, K., Lichtenfeld, S., Frenzel, A.C., Goetz, T., & Maïano, C. (2020). Mathematics motivation in students with low cognitive ability: A longitudinal study of motivation and relations with effort, self-regulation, and grades. American Journal on Intellectual and Developmental Disabilities, 125(2), 125-147. doi:10.1352/1944-7558-125.2.125

Wang, H., Hall, N. C., Chiu, M. M., Goetz., T., & Gogol, K. (2020). Exploring the structure of teachers’ emotional labor in the classroom: A multitrait-multimethod analysis. Educational Measurement: Issues and Practice. 39(3), 122-134. doi:doi.org/10.1111/emip.12353

Zhang, K., Goetz, T., Fadong, C., Sverdlik, A. (2020). The differential effects of anger on trust: A cross-cultural comparison of the effects of gender and social distance. Frontiers in Psychology, 11(3744). doi:10.3389/fpsyg.2020.597436

Haag, L., & Götz, T. (2019). Was wissen wir über Feedback? Synopse des aktuellen Forschungsstandes. Friedrich Jahresheft, 2019, 14-17.

Kaufmann, M., Goetz, T., Lipnevich, A. A., & Pekrun, R. (2019). Do positive illusions of control foster happiness? Emotion, 19, 1014-1022. doi:10.1037/emo0000499

Krannich, M., Goetz, T., Lipnevich, A. A., Bieg, M., Roos, A.-L., Becker, E. S., & Morger, V. (2019). Being over- or underchallenged in class: Effects on students’ career aspirations via self-concept and boredom. Learning and Individual Differences, 69, 206-218. doi:10.1016/j.lindif.2018.10.004

Pekrun, R., Murayama, K., Marsh, H. W., Goetz, T., & Frenzel, A. (2019). Happy fish in little ponds: Testing a reference group model of achievement and emotion. Journal of Personality and Social Psychology, 117(1), 166-185. doi:10.1037/pspp0000230

Frenzel, A. C., Becker-Kurz, B., Pekrun, R., Goetz, T., & Lüdtke, O. (2018). Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment. Journal of Educational Psychology, 110(5), 628-639. doi:10.1037/edu0000228

Götz, T., Krannich, M., & Boehme, K. L. (2018). Langeweile in der Schule. Infobrief Schulpsychologie BW, Ministerium für Kultus, Jugend und Sport – Baden-Württemberg, 18(1), 1-9.

Götz, T., Krannich, M., Roos, A.-L., & Gogol, K. (2018). Langeweile. Schweizerische Zeitschrift für Bildungswissenschaften, 40, 663-681.

Mainhard, T., Oudman, S., Hornstra, L., Bosker, R. J., & Goetz, T. (2018). Student emotions in class: The relative importance of teachers and their interpersonal relations with students. Learning and Instruction, 53, 109-119. doi:10.1016/j.learninstruc.2017.07.011

Mason, L., Scrimin, S., Zaccoletti, S., & Tornatora, M. C., & Goetz, T. (2018). Webpage reading: Psychophysiological correlates of emotional arousal and regulation predict multiple-text comprehension. Computers in Human Interaction, 87, 317-326. doi:10.1016/j.chb.2018.05.020

Maymon, R., Hall, N. C., & Goetz, T. (2018). When academic technology fails: Effects of students’ attributions for computing difficulties on emotions and achievement. Social Sciences, 7(11), 223. doi:10.3390/socsci7110223.

Maymon, R., Hall, N. C., Goetz, T., Chiarella, A., & Rahimi, S. (2018). Technology, attributions, and emotions in post-secondary education: An application of Weiner’s attribution theory to academic computing problems. PLoS ONE, 13(3), e0193443. doi:10.1371/journal.pone.0193443

Bieg, M., Goetz, T., Sticca, F., Brunner, E., Becker, E. S., Morger, V., & Hubbard, K. (2017). Teaching methods and their impact on students’ emotions in mathematics: An experience-sampling approach. ZDM Mathematics Education, 49, 411-422. doi:10.1007/s11858-017-0840-1

Boehme, K. L., Goetz, T., & Preckel, F. (2017). Is it good to value math? Investigating mothers’ impact on their children’s test anxiety based on control-value theory. Contemporary Educational Psychology, 51, 11-21. doi:10.1016/j.cedpsych.2017.05.002

Geiser, C., Goetz, T., Preckel, F., & Freund, P. A. (2017). States and traits - theories, models, and assessment. European Journal of Psychological Assessment, 33(4), 219-223. doi:10.1027/1015-5759/a000413

Geiser, C., Goetz, T., Preckel, F., & Freund, P. A. (2017; Eds.). States and traits - theories, models, and assessment. Special Issue. European Journal of Psychological Assessment, 33.

Götz, T., & Baumann, J. (2017). Langeweile in der Schule? Erziehung & Unterricht, 5-6, 491-499. [Reprint of the article published 2015 in Lehren & Lernen]

Götz, T., Schumann, S., Begemann, M., & Crivellari, F. (2017). Grenzen überwinden – Lernkulturen vernetzen: Die Binational School of Education der Universität Konstanz. Journal für LehrerInnenbildung, 3, 39-43.

Gogol, K., Brunner, M., Martin, R., Preckel, F., & Goetz, T. (2017). Affect and motivation within and between school subjects: Development and validation of an integrative model. Contemporary Educational Psychology, 49, 46-65. doi:10.1016/j.cedpsych.2016.11.003

Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88, 1653-1670. doi:10.1111/cdev.12704

Schall, M., Goetz, T., Martiny, S. E., & Hall, N. C. (2017). It ain’t over ‘til it’s over: The effect of task completion on the savoring of success. Motivation and Emotion, 41, 38-50. doi:10.1007/s11031-016-9591-5

Sticca, F., Goetz, T., Bieg, M., Hall., N. C., Eberle, F., & Haag, L. (2017). Examining the accuracy of students’ self-reported academic grades from a correlational and a discrepancy perspective: Evidence from a longitudinal study. PLoS ONE 12(11): e0187367. doi:10.1371/journal.pone.0187367

Sticca, F., Goetz, T., Nett, U. E., Hubbard, K., & Haag, L. (2017). Short- and long-term effects of over-reporting of grades on academic self-concept and achievement. Journal of Educational Psychology, 109, 842-854. doi:10.1037/edu0000174

Wang, H., Hall, N. C., Goetz, T., & Frenzel, A. C. (2017). Teachers’ goal orientations: Effects on classroom goal structures and emotions. British Journal of Educational Psychology, 87, 90-107. doi:10.1111/bjep.12137

Baumann, J., & Götz, T. (2016). Schulen verstehen und entwickeln. Lehren & Lernen, 42, 46-51.

Beisswingert, B. M., Zhang, K., Goetz, T., & Fischbacher, U. (2016). Spillover effects of loss of control on risk propensity. PLoS ONE 11(3): e0150470. doi:10.1371/journal.pone.0150470

Frenzel, A. C., Pekrun, R., Goetz, T., Daniels, L. M., Durksen, T. L., Becker-Kurz, B., & Klassen, R. (2016). Measuring teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES). Contemporary Educational Psychology, 46, 148-163. doi:10.1016/j.cedpsych.2016.05.003

Froehlich, L., Martiny, S. E., Deaux, K., Goetz, T., & Mok, S. Y. (2016). Being smart or getting smarter: Implicit theory of intelligence moderates stereotype threat and stereotype lift effects. British Journal of Social Psychology, 55, 564–587. doi:10.1111/bjso.12144

Goetz, T., Sticca, F., Pekrun, R., Murayama, K., & Elliot, A. J. (2016). Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach. Learning and Instruction, 41, 115-125. doi:10.1016/j.learninstruc.2015.10.007

Gogol, K., Brunner, M., Preckel, F., Goetz, T., & Martin, R. (2016). Developmental dynamics of general and school-subject-specific components of academic self-concept, academic interest, and academic anxiety. Frontiers in Psychology, 7, 356. doi:10.3389/fpsyg.2016.00356

Keller, M. M., Woolfolk Hoy, A. E., Goetz, T., & Frenzel, A. C. (2016). Teacher enthusiasm: Reviewing and redefining a complex construct. Educational Psychology Review, 28, 743-769. doi:10.1007/s10648-015-9354-y

Nett, U. E., Daschmann, E. C., Goetz, T., & Stupnisky, R. (2016). How accurately can parents judge their children’s boredom in school? Frontiers in Psychology, 7, 770. doi:10.3389/fpsyg.2016.00770

Roos, A.-L., Bieg, M., Goetz, T., Frenzel, A. C., Taxer, J., & Zeidner, M. (2016). Experiencing more mathematics anxiety than expected? – Contrasting trait and state anxiety in high achieving students. High Ability Studies, 26, 245-258. doi:10.1080/13598139.2015.1095078

Schall, M., Martiny, S. E., Goetz, T., & Hall, N. C. (2016). Smiling on the inside: The social benefits of suppressing positive emotions in outperformance situations. Personality and Social Psychology Bulletin, 42(5), 559-571. doi:10.1177/0146167216637843

Streber, D., Götz, T., & Haag, L. (2016). Ausprägungen fachunabhängiger Qualitätsmerkmale des Unterrichts: Gymnasium und Realschule im Vergleich. Lehren und Lernen, 42(10), 33-37.

Zahnen, N., Crivellari, F., Krapf, F., & Götz, T. (2016). Das Konstanzer BA/MA-Modell im Studiengang Lehramt Gymnasium. Lehren & Lernen, 42, 8-11.

Becker, E. S., Keller, M. M., Goetz, T., Frenzel, A. C., & Taxer, J. L. (2015). Antecedents of teachers’ emotions in the classroom: an intraindividual approach. Frontiers in Psychology, 6, 635. doi:10.3389/fpsyg.2015.00635

Beisswingert, B. M., Zhang, K., Goetz, T., Fang, P., & Fischbacher, U. (2015). The effects of subjective loss of control on anger and risk-taking behavior: The mediating role of anger. Frontiers in Psychology, 6, 774. doi:10.3389/fpsyg.2015.00774

Bieg, M., Goetz, T., Wolter, I., & Hall, N. C. (2015). Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety. Frontiers in Psychology, 6, 1404. doi:10.3389/fpsyg.2015.01404

Daniels, L. M., Tze, V. M. C., & Goetz, T. (2015). Examining boredom: Different causes for different coping profiles. Learning and Individual Differences, 37, 255-261. doi:10.1016/j.lindif.2014.11.004

Frenzel, A. C., Becker-Kurz, B., Pekrun, R., & Goetz, T. (2015). Teaching this class drives me nuts! – Examining the person and context specificity of teacher emotions. PLoS ONE 10(6). doi:10.1371/journal.pone.0129630. (* authors contributed equally).

Götz, T., & Baumann, J. (2015). Langeweile in der Schule? Lehren & Lernen, 41, 4-9.

Goetz, T., Becker, E. S., Bieg, M., Keller, M. M., Frenzel, A. C., & Hall, N. C. (2015). The glass half empty: How emotional exhaustion affects the state-trait discrepancy in self-reports of teaching emotions. PLoS ONE 10(9): e0137441. doi:10.1371/journal.pone.0137441

Greiff, S., Wüstenberg, S., Goetz, T., Vainikainen, M.-P., Hautamäki, J., & Bornstein, M. H. (2015). A longitudinal study of higher-order thinking skills: Working memory and fluid reasoning in childhood enhance complex problem solving in adolescence. Frontiers in Psychology, 6, 1060. doi:10.3389/fpsyg.2015.01060

Kaz, A., Feucht, W., Kremer, M., Mutter, C., Götz, T, Krapf, F., Maurer, F., &. Schaub, G. (2015). Grenzen überwinden – Praxisorientierung in der gymnasialen Lehrerinnen- und Lehrerbildung. Lehren & Lernen, 41, 16-21.

Ranellucci, J., Hall, N. C., & Goetz, T. (2015). Achievement goals, emotions, learning, and performance: A process model. Motivation Science, 1(2), 98-120. doi:10.1037/mot0000014

Schall M., Goetz T., Martiny, S. E., Maymon, R. (2015). Responses to success: Seeking pleasant experiences before a task is complete? PLoS ONE, 10(8): e0135952. doi:10.1371/journal.pone.0135952

Becker, E. S., Goetz, T., Morger, V. & Ranellucci, J. (2014). The importance of teachers‘ emotions and instructional behavior for their students’ emotions - An experience sampling analysis. Teaching and Teacher Education, 43, 15-26. doi:10.1016/j.tate.2014.05.002

Beisswingert, B. M., & Götz, T. (2014). Power of Difference - Wissenschaftliche Begleitung und Evaluation. Lehren & Lernen, 40, 15-19. [Sonderheft zu „Power of Difference“ am Gymnasium Wilhelmsdorf]

Bieg, M., Goetz, T., & Lipnevich A. A. (2014). What students think they feel differs from what they really feel – academic self-concept moderates the discrepancy between students’ trait and state emotional self-reports. PLoS ONE, 9(3): e92563. doi:10.1371/journal.pone.0092563

Daschmann, E. C., Goetz, T., & Stupnisky, R. H. (2014). Exploring the antecedents of boredom: Do teachers know why students are bored? Teaching and Teacher Education, 39, 22-30. doi:10.1016/j.tate.2013.11.009

Goetz, T., Haag, L., Lipnevich, A. A., Keller, M. M., Frenzel, A. C., & Collier, A. P. M. (2014). Between-domain relations of students’ academic emotions and their judgments of school domain similarity. Frontiers in Psychology, 5, 1153. doi:10.3389/fpsyg.2014.01153

Gogol, K., Brunner, M., Goetz, T., Martin, R., Ugen, S., Fischbach, A., Keller, U., & Preckel, F. (2014). ‘My questionnaire is too long!’ The assessments of motivational-affective constructs with three-item and single-item measures. Contemporary Educational Psychology, 39, 188-205. doi:10.1016/j.cedpsych.2014.04.002

Goetz, T., Frenzel, A. C., Hall, N. C., Nett, U., Pekrun, R., & Lipnevich, A. (2014). Types of boredom: An experience sampling approach. Motivation and Emotion, 38, 401-419. doi:10.1007/s11031-013-9385-y

Götz, T. (2014). Anmerkungen zum Gymnasium aus der Sicht eines empirischen Bildungsforschers. Lehren & Lernen, 40, 17-23.

Keller, M. M., Chang M.-L., Becker, E. S., Goetz, T., & Frenzel, A. C. (2014). Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An experience sampling study. Frontiers in Psychology, 5, 1442. doi:10.3389/fpsyg.2014.01442

Keller, M. M., Goetz, T., Hensley, L., Becker, E. S., & Morger, V. (2014). Feeling and showing: A new conceptualization of dispositional teacher enthusiasm and its relation to students’ interest. Learning and Instruction, 33, 29-38. doi:10.1016/j.learninstruc.2014.03.001

Pekrun, R., Hall, N. C., Goetz, T., & Perry, R. P. (2014). Boredom and academic achievement: Testing a model of reciprocal causation. Journal of Educational Psychology, 106(3), 696-710. doi:10.1037/a0036006

Bieg, M., Goetz, T., & Hubbard, K. (2013). Can I master it and does it matter? An intraindividual analysis on control-value antecedents of trait and state academic emotions. Learning and Individual Differences, 28, 102-108. doi:10.1016/j.lindif.2013.09.006

Goetz, T., Bieg, M., Lüdtke, O., Pekrun, R., & Hall, N. C. (2013). Do girls really experience more anxiety in mathematics? Psychological Science, 24(10), 2079-2087. doi:10.1177/0956797613486989

Goetz, T., Luedtke, O., Nett, U. E., Keller, M., & Lipnevich, A. A. (2013). Characteristics of teaching and students’ emotions in the classroom: Investigating differences across domains. Contemporary Educational Psychology, 38, 383-394. doi:10.1016/j.cedpsych.2013.08.001

Wimmer, B. M., Götz, T., & Haag, L. (2013). Lehrkräfte und Unterrichtsassistenten in Teamwork: Erste Ergebnisse aus einem Programm zur Förderung individualisierten Unterrichtens im Kontext von Leistungsheterogenität. Empirische Pädagogik, 27, 326-344.

Frenzel, A. C., Pekrun, R., Dicke, A.-L., & Goetz, T. (2012). Beyond quantitative decline: Conceptual shifts in adolescents’ development of interest in mathematics. Developmental Psychology, 48(4), 1069-1082. doi:10.1037/a0026895

Goetz, T., Nett. U. E., Martiny, S. E., Hall, N. C., Pekrun, R., Dettmers, S., & Trautwein, U. (2012). Students’ emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences, 22(2), 225-234. doi:10.1016/j.lindif.2011.04.006

Haag, L., & Goetz, T. (2012). Mathe ist schwierig und Deutsch aktuell. Vergleichende Studie zur Charakterisierung von Schulfächern aus Schülersicht. Psychologie in Erziehung und Unterricht, 59, 32-46. doi:10.2378/peu2012.art03d

Nett, U. E., Goetz, T., Hall, N. C., & Frenzel, A. C. (2012). Metacognitive strategies and test performance: An experience sampling analysis of students’ learning behavior. Education Research International, 2012, 1-16. doi:10.1155/2012/958319

Schönborn, A., Kremer, M., & Götz, T. (2012). Von Einstellungen und Haltungen im naturwissenschaftlichen Unterricht. Der mathematische und naturwissenschaftliche Unterricht, 65(5), 309-314.

Daschmann, E. C., Goetz, T., & Stupnisky, R. H. (2011). Testing the predictors of boredom at school. Development and validation of the Precursors to Boredom Scales. British Journal of Educational Psychology, 81, 421–440. doi:10.1348/000709910X526038.

Dettmers, S., Trautwein, U., Lüdtke, O., Goetz, T., Frenzel, A. C., & Pekrun, R. (2011). Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. Contemporary Educational Psychology, 36(1), 25-35. doi:10.1016/j.cedpsych.2010.10.001

Goetz, T., Frenzel, A. C., Lüdtke, O., & Hall N. C. (2011). Between-domain relations of academic emotions: Does having the same instructor make a difference? Journal of Experimental Education, 79, 84-101. doi:10.1080/00220970903292967

Hall, N. C., Jackson Gradt, S. E., Goetz, T., & Musu-Gillette, L. E. (2011). Attributional retraining, self-esteem, and the job interview: Benefits and risks for college student employment. Journal of Experimental Education, 79(3), 318-339. doi:10.1080/00220973.2010.503247

Lohrmann, K., Haag, L., & Götz, T. (2011). Dösen bis zum Pausengong. Langeweile im Unterricht: Ursachen und Regulationsstrategien von Schülerinnen und Schülern. SchulVerwaltung, 34(4), 113-116.

Nett, U. E., Goetz, T., & Hall, N. C. (2011). Coping with boredom in school: An experience sampling perspective. Contemporary Educational Psychology, 36(1), 49-59. doi:10.1016/j.cedpsych.2010.10.003

Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48. doi:10.1016/j.cedpsych.2010.10.002

Streber, D., Haag, L., & Götz, T. (in 2011). Erfolgreiche Nachhilfe – Kann das jeder oder bedarf es besonderer Qualifikationen? Empirische Pädagogik, 25(3), 342-357.

Frenzel, A. C., Goetz, T., Pekrun, R., & Watt, H. M. G. (2010). Development of mathematics interest in adolescence: Influences of gender, family and school context. Journal of Research on Adolescence, 20, 507-537. doi:10.1111/j.1532-7795.2010.00645.x

Götz, T., & Frenzel., A. C. (2010). Über- und Unterforderungslangeweile im Mathematikunterricht. Empirische Pädagogik, 24(2), 113-134.

Goetz, T., Cronjaeger, H., Frenzel, A. C., Lüdtke, O., & Hall, N. C. (2010). Academic self-concept and emotion relations: Domain specificity and age effects. Contemporary Educational Psychology, 35, 44-58. doi:10.1016/j.cedpsych.2009.10.001

Goetz, T., Frenzel, A. C., Stoeger, H., & Hall, N. C. (2010). Antecedents of everyday positive emotions: An experience sampling analysis. Motivation and Emotion, 34, 49-62. doi:10.1007/s11031-009-9152-2

Nett, U., Goetz, T., & Daniels, L. (2010). What to do when feeling bored? Students‘ strategies for coping with boredom. Learning and Individual Differences, 20, 626-638. doi:10.1016/j.lindif.2010.09.004

Preckel, F., Goetz, T, & Frenzel, A. (2010). Ability grouping of gifted students: Effects on academic self-concept and boredom. British Journal of Educational Psychology, 80, 451-472. doi:10.1348/000709909X480716

Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531-549. doi:10.1037/a0019243

Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705-716. doi:10.1037/a0014695

Goetz, T., Frenzel, C. A., Hall, N. C., & Pekrun, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9-33. doi:10.1016/j.cedpsych.2006.12.002

Goetz, T., Preckel, F., Zeidner, M., & Schleyer, E. (2008). Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes. Anxiety, Stress and Coping, 21(2), 185-198. doi:10.1080/10615800701628827.

Preckel, F., Goetz, T., Pekrun, R., & Kleine, M. (2008). Gender differences in gifted and average-ability students: Comparing girls’ and boys’ achievement, self-concept, interest, and motivation in mathematics. Gifted Child Quarterly, 52(2), 146-159. doi:10.1177/0016986208315834

Preckel, F., Zeidner, M., Goetz, T., & Schleyer, E. (2008). Female ‘big fish’ swimming against the tide: The 'big-fish-little-pond effect' and gender ratio in special gifted classes. Contemporary Educational Psychology, 33, 78-96. doi:10.1016/j.cedpsych.2006.08.001

Frenzel, A., & Götz, T. (2007). Emotionales Erleben von Lehrkräften beim Unterrichten. Zeitschrift für Pädagogische Psychologie, 21(3/4), 283-295.

Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Perceived learning environment and students’ emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction, 17, 478-493. doi:10.1016/j.learninstruc.2007.09.001

Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Girls and mathematics – A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22(4), 497-514. doi:10.1007/BF03173468

Frenzel, A. C., Thrash, T. M., Pekrun, R., & Goetz, T. (2007). Achievement Emotions in Germany and China: A cross-cultural validation of the Academic Emotions Questionnaire-Mathematics (AEQ-M). Journal of Cross-Cultural Psychology, 38(3), 302-309. doi:10.1177/0022022107300276

Götz, T., Frenzel, A. C., & Pekrun, R. (2007). Regulation von Langeweile im Unterricht Was Schülerinnen und Schüler bei der „Windstille der Seele“ (nicht) tun. Unterrichtswissenschaft, 35(4), 312-333.

Götz, T., Frenzel, A. C., & Pekrun, R. (2007). Emotionen im Lern- und Leistungskontext. Katechetische Blätter, 132, 13-19.

Goetz, T., Frenzel, A. C., Pekrun, R., Hall, N. C., & Lüdtke, O. (2007). Between- and within-domain relations of students’ academic emotions. Journal of Educational Psychology, 99(4), 715-733. doi:10.1037/0022-0663.99.4.715

Goetz, T., Preckel, F., Pekrun, R., & Hall, N. C. (2007). Emotional experiences during test taking: Does cognitive ability make a difference? Learning and Individual Differences, 17, 3-16. doi:10.1016/j.lindif.2006.12.002

Hall, N. C., Perry, R. P., Goetz, T., Ruthig, J. C., Stupnisky, R. H., & Newall, N. E. (2007). Attributional retraining and elaborative learning: Improving academic development through writing-based interventions. Learning and Individual Differences, 17, 280-290. doi:10.1016/j.lindif.2007.04.002

Goetz, T., Ehret, C., Jullien, S., & Hall, N. C. (2006). Is the grass always greener on the other side? Social comparisons of subjective well-being. The Journal of Positive Psychology, 1(4), 173-186. doi:10.1080/17439760600885655

Götz, T., & Frenzel, A. C. (2006). Phänomenologie schulischer Langeweile. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 38(4), 149-153. doi:10.1026/0049-8637.38.4.149

Götz, T., Frenzel, A. C., & Haag, L. (2006). Ursachen von Langeweile im Unterricht. Empirische Pädagogik, 20(2), 113-134.

Goetz, T., Frenzel, A. C., Pekrun, R., & Hall, N. C. (2006). The domain specificity of academic emotional experiences. The Journal of Experimental Education, 75(1), 5-29. doi:10.3200/JEXE.75.1.5-29

Goetz, T., Hall, N. C., Frenzel, A. C., & Pekrun, R. (2006). A hierarchical conceptualization of enjoyment in students. Learning and Instruction, 16, 323-338. doi:10.1016/j.learninstruc.2006.07.004

Götz, T., & Kleine, M. (2006). Emotionales Erleben im Mathematikunterricht. Mathematik lehren, 135, 4-9.

Goetz, T., Pekrun, R., Hall, N. C., & Haag, L. (2006). Academic emotions from a social-cognitive perspective: Antecedents and domain specificity of students’ affect in the context of Latin instruction. British Journal of Educational Psychology, 76(2), 289-308. doi:10.1348/000709905X42860

Goetz, T., & Preckel, F. (2006). Der Big-fish-little-pond-Effekt („Fischteicheffekt“) – Eine Untersuchung an der Sir-Karl-Popper-Schule und am Wiedner Gymnasium in Wien. Özbf Newsletter, 14, 24-26.

Hall, N. C., Chipperfield, J. G., Perry, R. P., Ruthig, J. C., & Goetz, T. (2006). Primary and secondary control in academic development: Gender-specific implications for stress and self-rated health in college students. Anxiety, Stress and Coping, 19(2), 189-210. doi:10.1080/10615800600581168

Herrmann-Traulsen, C., & Götz, T. (2006). Im Trauerprozess nicht alleine sein: Eine Studie über virtuelle Selbsthilfegruppen nach pränatalen Verlusten. Pflege, 59, 418-421.

Kleine, M., & Götz, T. (2006). Brüchen spielerisch begegnen. Mathematik lehren, 135, 16-21.

Götz, T., Lohrmann, K., Ganser, B., & Haag, L. (2005). Einsatz von Unterrichtsmethoden – Konstanz oder Wandel? Empirische Pädagogik, 19(4), 342-360.

Kleine, M., Goetz, T., Pekrun, R., & Hall, N. (2005). The structure of students’ emotions experienced during an academic achievement test. International Reviews on Mathematical Education, 37(3), 221-225. doi:10.1007/s11858-005-0012-6

Götz, T. & Hartinger, A. (2004). Ein schönes Gefühl – mit Interesse lernen. Sache-Wort-Zahl, 60, 19-25.

Goetz, T., Pekrun, R., Zirngibl, A., Jullien, S., Kleine, M., Hofe, R. vom, & Blum, W. (2004). Leistung und emotionales Erleben im Fach Mathematik: Längsschnittliche Mehrebenenanalysen. Zeitschrift für Pädagogische Psychologie, 18(4), 201-212. doi:10.1024/1010-0652.18.34.201

Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., Hochstadt, M., & Molfenter, S. (2004). Beyond Test Anxiety: Development and Validation of the Test Emotions Questionnaire (TEQ). Anxiety, Stress and Coping, 17(3), 287-316. doi:10.1080/10615800412331303847

Götz, T. (2003). Stressverarbeitungsfragebogen von Janke und Erdmann angepasst für Kinder und Jugendliche (SVF-KJ) von Petra Hampel, Franz Petermann und Boris Dickow. Testinformation. Diagnostica, 49(3), 136-140.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105. doi:10.1207/S15326985EP3702_4

Bücher

Baumann, J. & Götz, T. (2024). Werteorientierung und Wertebildung in der Schulentwicklung. Weinheim: Beltz Juventa.

Haag, L. & Götz, T. (2024). Schulleistungen. Eine Orientierungshilfe für Lehrkräfte und Lehramtsstudierende. Opladen & Toronto: Verlag Barbara Budrich (UTB).

Baumann, J. & Götz, T. (2023). Orientierungswissen Schule. Perspektiven für den pädagogischen Einstieg. Weinheim: Beltz.

Baumann, J., & Götz, T. (2023). Schulleitung! Der Praxisleitfaden (2. Auflage). Weinheim: Beltz.

Götz, T. (2022). Lampenfieber und Prüfungsangst bei Musiker*innen. Tipps aus der Emotionsforschung. Norderstedt: BoD - Books on Demand.

Goetz, T. (2022). Stage fright and test anxiety for musicians. Tips from emotion research. Kindle Direct Publishing.

Spiel, C., Götz, T., Wagner, P., Lüftenegger, M., & Schober, B. (Hrsg.) (2022). Bildungspsychologie. Ein Lehrbuch (2., vollständig überarbeitete Auflage). Göttingen: Hogrefe.

Baumann, J. & Götz, T. (2021). Schulleitung und Schulentwicklung für Fortgeschrittene. Weinheim: Beltz.

Götz, T. (2021). Professor*in für Anfänger*innen und Fortgeschrittene. Tipps für (angehend und aufbauende) Professor*innen. Norderstedt: BoD - Books on Demand.

Goetz, T. (2021). The Essential Guide to being a University Professor: Lessons from Europe. Tips for New and Experienced Academics. Kindle Direct Publishing. 

Pekrun, R., Muis, K. R., Frenzel, A. C., & Goetz, T. (2018). Emotions at School. New York: Routledge.

Götz, T. (Hrsg.) (2017). Emotion, Motivation und selbstreguliertes Lernen (2. Auflage). Paderborn: Schöningh.

Baumann, J., & Götz, T. (2016). Schulleitung! Der Praxisleitfaden. Weinheim: Beltz.

Götz, T. (2013). Professor für Anfänger: Tipps für (angehende) Professorinnen und Professoren. In B. Duval & T. Götz (Hrsg.), Universität von Innen – Berufsfelder, Karrierewege, Personalentwicklung (Bd. 1). Konstanz: Universität Konstanz.

Hall, N. C., & Goetz., T. (2013). Emotion, motivation, and self-regulation: A handbook for teachers. Bingley, UK: Emerald.

Götz, T. (Hrsg.) (2011). Emotion, Motivation und selbstreguliertes Lernen. Paderborn: Schöningh. [2018: mongolische Version erschienen]

Goetz, T., Jaritz, G., & Oser, F. (Eds.) (2011). Pains and gains of international mobility in teacher education. Rotterdam: Sense Publishers.

Götz, T. (2006). Selbstreguliertes Lernen. Förderung metakognitiver Kompetenzen im Unterricht der Sekundarstufe. Donauwörth: Auer.

Götz, T., & Kleine, M. (Hrsg.) (2006). Freude wecken - Ängste nehmen [Themenheft]. Mathematik lehren, 135.

Götz, T. (2004). Emotionales Erleben und selbstreguliertes Lernen bei Schülern im Fach Mathematik. München: Utz.

Buchkapitel

Bieleke, M., Wolff, W., Martarelli, C. S., Artak, C. E. T., Asani, N., Baillifard, A., Bertrams, A., Brielmann, A., Caldwell, L. L., Chan, C. S., Coppin, G., Danckert, J., Van Dang, V., Daniels, L., Dayan, P., Drody, A., Elpidorou, A., Erdemli, A., Fischer, U., Goetz, T., … Yakobi, O. (in press). Overview of current directions in boredom research. In M. Bieleke, W. Wolff, & C. S. Martarelli, Handbook of Boredom Research. New York: Routledge.

Goetz, T., Stempfer, L., Pekrun, R., van Tilburg, W. A. P., & Lipnevich A. A. (in press). Academic boredom. In M. Bieleke, W. Wolff, & C. Martarelli, Handbook of Boredom Research. New York: Routledge.

Pekrun, R., & Goetz, T. (in press). Boredom: A control-value theory approach. In M. Bieleke, W. Wolff, & C. Martarelli, Handbook of Boredom Research. New York: Routledge.

Frenzel, A. C., Götz, T., & Schmid, T. (2024). Bedeutung von Emotionen in interprofessionellen Lehr- und Lernkontexten. In: U. Walkenhorst & M. Fischer (Eds.) Interprofessionelle Bildung für die Gesundheitsversorgung. Springer Reference Pflege – Therapie – Gesundheit. Springer, Berlin, Heidelberg. doi:10.1007/978-3-662-65420-0_5-1  

Pekrun, R., & Goetz, T. (2024). How universal are academic emotions? A control-value theory perspective. In G. Hagenauer, R. Lazarides, & H. Järvenoja, Motivation and emotion in learning and teaching across educational contexts: Theoretical and methodological perspectives and empirical insights, pp. 85-99. Earli book series “New Perspective on Learning and Instruction”. New York: Routledge

Frenzel, A. C., Goetz, T., & Stockinger, K. (2024). Emotions and emotion regulation. In P. A. Schutz & K. R. Muis, Handbook of Educational Psychology (Fourth Edition), pp. 219-244. New York: Routledge.

Goetz, T., Frenzel, A. C., Stockinger, K., Lipnevich, A. A., Stempfer, L., & Pekrun, R. (2023). Emotions in education. In: R. J. Tierney, F. Rizvi., & K. Erkican (Eds.), International Encyclopedia of Education (vol. 6, 4th edition; pp. 149-161). Amsterdam: Elsevier. doi:10.1016/B978-0-12-818630-5.14032-1

Spiel, C., Wagner, P., Götz, T., Lüftenegger, M., & Schober, B. (2022). Bildungspsychologie: Konzeption, Strukturmodell, Stellenwert und Perspektiven. In C. Spiel, T. Götz, P. Wagner, M. Lüftenegger, & B. Schober, Bildungspsychologie. Ein Lehrbuch (2., vollständig überarbeitete Auflage, S. 11-28). Göttingen: Hogrefe.

Stockinger, K., Frenzel, A. C., Götz, T., & Pekrun, R. (2022). Bildungspsychologie des Sekundärbereichs. In C. Spiel, T. Götz, P. Wagner, M. Lüftenegger, & B. Schober, Bildungspsychologie. Ein Lehrbuch (2., vollständig überarbeitete Auflage, S. 123-153). Göttingen: Hogrefe.

Krannich, M. & Götz, T. (2021). Langeweile und Kreativität im Lern- und Leistungskontext. In C. Rubach & R. Lazarides (Hrsg.), Emotionen in Schule und Unterricht (S. 45-64). Leverkusen-Opladen: Verlag Barbara Budrich.

Martiny, S. E., Götz, T. & Keller, M. (2021). Emotionsregulation im Kontext von Stereotype Threat: Die Reduzierung der Effekte negativer Stereotype bei ethnischen Minderheiten. In T. Ringeisen, P. Genkova, & F. T. L. Leong (Hrsg.), Handbuch Stress und Kultur. Interkulturelle und kulturvergleichende Perspektiven (2., vollständig überarbeitete und aktualisierte Auflage, S. 445-466). Wiesbaden: Springer.

Frenzel, A. C., Goetz, T., & Pekrun, R. (2020). Emotionen. In E. Wild & J. Möller (Hrsg.), Pädagogische Psychologie (3., vollständig überarbeitete und aktualisierte Auflage, S. 211-234). Heidelberg: Springer.

Goetz, T. & Hall, N. C. (2020). Emotion and achievement in the classroom. In J. Hattie and E. M. Anderman (Eds.), Visible Learning Guide to Student Achievement (pp. 145-152). New York: Routledge.

Frenzel, A. C., Götz, T., & Pekrun, R. (2019). Emotionen und Unterricht. In E. Kiel, B. Herzig, U. Maier & U. Sandfuchs, Handbuch Unterrichten an allgemeinbildenden Schulen (S. 284-294). Bad Heilbrunn: Verlag Julius Klinkhardt (UTB).

Goetz, T., Hall, N. C., & Krannich, M. (2019). Boredom. In K. A. Renninger & S. E. Hidi (Eds.), The Cambridge Handbook on Motivation and Learning (pp. 465-486). Cambridge: Cambridge University Press.

Nett, U., & Götz, T. (2019). Selbstreguliertes Lernen. In D. Urhahne, M. Dresel & F. Fischer (Hrsg.), Psychologie für den Lehrberuf (S. 67-84). Berlin: Springer.

Frenzel, A. C., & Goetz, T. (2018). Emotionen im Lern- und Leistungskontext. In D. H. Rost, J. R. Sparfeldt & S. R. Buch (Hrsg.), Handwörterbuch Pädagogische Psychologie (5. Auflage, S. 109-118). Weinheim: Beltz.

Götz, T., Frenzel, A. C., & Pekrun, R. (2018). Psychologische Bildungsforschung. In R. Tippelt & B. Schmidt-Hertha (Hrsg.), Handbuch Bildungsforschung (4. Auflage, S. 73-99). Wiesbaden: Springer VS.

Goetz, T., Lipnevich, A. A., Krannich, M., & Gogol, K. (2018). Performance feedback and emotions. In A. A. Lipnevich & J. K. Smith (Eds.), The Cambridge Handbook of Instructional Feedback (pp. 554-574). Cambridge: Cambridge University Press.

Nett, U. E., Götz, T., & Krannich, M. (2018). Skalen zur Erfassung von Langeweile-Coping im Lern- und Leistungskontext. In G. Hagenauer & T. Hascher (Hrsg.), Emotionen und Emotionsregulation in der Schule und Hochschule (S. 273-288). Münster: Waxmann.

Götz, T., & Nett, U. E. (2017). Selbstreguliertes Lernen. In T. Götz (Hrsg.), Emotion, Motivation und selbstreguliertes Lernen (2. Auflage, S. 143-184). Paderborn: Schöningh.

Murayama, K., Goetz, T., Malmberg, L-E., Pekrun, R., Tanaka, A., & Martin, A. J. (2017). Within-person analysis in educational psychology: Importance and illustrations. In D. W. Putwain & K. Smart (Eds.), British Journal of Educational Psychology Monograph Series II: Psychological Aspects of Education --- Current Trends: The role of competence beliefs in teaching and learning (pp. 71-87). Oxford: Wiley.

Goetz, T., & Bieg, M. (2016). Academic emotions and their regulation via emotional intelligence. In A. A. Lipnevich, F. Preckel & R. D. Roberts (Eds.), Psychosocial skills and school systems in the 21st century: Theory, research and practice (pp. 279-298). New York: Springer.

Goetz, T., Bieg, M., & Hall, N. C. (2016). Assessing academic emotions via the experience sampling method. In M. Zembylas & P. Schutz (Eds.), Methodological advances in research on emotion in education (pp. 245-258). New York: Springer.

Frenzel, A. C., Goetz, T., & Pekrun, R. (2015). Emotionen. In E. Wild & J. Möller (Hrsg.), Pädagogische Psychologie (2. Auflage, S. 201-224). Heidelberg: Springer.

Götz, T., & Bieg, M. (2015). Zur Bedeutung von Lernstrategien im Studium. In D. Miller (Hrsg.), Gerüstet für das Studium? Lernstrategien und digitale Medien (S. 98-109). Bern: hep verlag ag.

Götz, T., & Bieg, M. (2015). Zur Interpretation der LIST-Werte. In D. Miller (Hrsg.), Gerüstet für das Studium? Lernstrategien und digitale Medien (S. 311-316). Bern: hep verlag ag.

Baumann, J., Becker, E., & Götz, T. (2014). Power of Difference. Ein Modellprojekt zur Entfaltung der Potenziale von Schülerinnen und Schülern. In H. Buchen, L. Horster & H. G. Rolff (Hrsg.), Schulleitung und Schulentwicklung (Beitrag E 2.68, Nr. 71). Berlin: Raabe.

Goetz, T., & Hall, N. C. (2014). Academic boredom. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International Handbook of Emotions in Education (pp. 311-330). New York: Routledge.

Keller, M. M., Frenzel, A. C., Goetz, T., Pekrun, R., & Hensley, L. (2014). Exploring teacher emotions: A literature review and an experience sampling study. In P. W. Richardson, S. Karabenick & H. M.G. Watt (Eds.), Teacher Motivation: Theory and Practice (pp. 69-82). New York: Routledge.

Goetz, T., & Hall, N. C. (2013). Emotion and achievement in the classroom. In J. Hattie & E. M. Anderman (Eds.), International Guide to Student Achievement (pp. 192-195). New York: Routledge.

Goetz, T., Nett, U. E., & Hall, N. C. (2013). Self-regulated learning. In. N. C. Hall & T. Goetz (Eds.), Emotion, motivation, and self-regulation: A handbook for teachers (pp. 123-166). Bingley, UK: Emerald.

Martiny, S. E., Götz, T.. & Keller, M. (2013). Emotionsregulation im Kontext von Stereotype Threat: Die Reduzierung der Effekte negativer Stereotype bei ethnischen Minderheiten. In P. Genkova, T. Ringeisen & F. T. L. Leong (Hrsg.), Handbuch Stress und Kultur. Interkulturelle und kulturvergleichende Perspektiven (S. 397-415). Wiesbaden: Springer VS.

Götz, T., Keller, M., & Martiny, S. E. (2012). Emotionales Erleben in den MINT-Fächern: Ursachen, Geschlechtsunterschiede und Interventionsmöglichkeiten. In H. Stöger & A. Ziegler (Hrsg.), Mädchen und Frauen in MINT: Bedingungen von Geschlechtsunterschieden und Interventionsmöglichkeiten (S. 135-161). Berlin: LIT Verlag.

Götz, T., & Nett, U. E. (2011). Selbstreguliertes Lernen. In T. Götz (Hrsg.), Emotion, Motivation und selbstreguliertes Lernen (S. 143-183). Paderborn: Schöningh.

Martiny, S. E., & Goetz, T. (2011). Stereotype Threat in Lern- und Leistungssituationen: Theoretische Ansätze, empirische Befunde und praktische Implikationen. In M. Dresel & L. Lämmle (Hrsg.), Motivation, Selbstregulation und Leistungsexzellenz (S. 153-177). Berlin: LIT-Verlag.

Götz, T. (2010). Lehrerhandeln im Sportunterricht der Schule. In A. Woll, F. Mess & H. Haag (Hrsg.), Handbuch Evaluation im Sport (S. 271-284). Schorndorf: Hofmann-Verlag.

Götz, T., Frenzel, A. C., & Pekrun, R. (2010). Psychologische Bildungsforschung. In R. Tippelt & B. Schmidt (Hrsg.), Handbuch Bildungsforschung (S. 71-91). Wiesbaden: VS Verlag für Sozialwissenschaften.

Lohrmann, K., Götz, T., & Haag, L. (2010). Zusammenhänge von fachspezifischen Leistungen und Fähigkeitsselbstkonzepten im Grundschulalter. In B. Schwarz, P. Nenninger & R. S. Jäger (Hrsg.), Erziehungswissenschaftliche Forschung - nachhaltige Bildung (Band 28, S. 296-303). Landau: Verlag Empirische Pädagogik.

Pekrun, R., Frenzel, A. C., & Götz, T. (2010). Bildungspsychologie des Sekundärbereichs. In C. Spiel, B. Schober, P. Wagner & R. Reimann (Hrsg.), Bildungspsychologie (S. 111-130). Göttingen: Hogrefe.

Frenzel, A. C., Goetz, T., & Pekrun, R. (2009). Emotionen. In E. Wild & J. Möller (Hrsg.), Pädagogische Psychologie (S. 205-231). Heidelberg: Springer.

Frenzel, A. C., Goetz, T., Stephens, E. J., & Jacob, B. (2009). Antecedents and effects of teachers’ emotional experiences: An integrated perspective and empirical test. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotions research: The impact on teachers lives (pp. 129-151). San Diego: Academic Press.

Frenzel, A. C., Pekrun, R., & Götz, T. (2009). Emotionale Voraussetzungen des Lernens. In K.-H. Arnold, U. Sandfuchs & J. Wiechmann (Hrsg.), Handbuch Unterricht (2. Auflage, S. 432-438). Bad Heilbrunn: Klinkhardt.

Frenzel, A. C., Götz, T., & Pekrun, R. (2008). Kontroll-Wert-Modell der Prüfungsangst. In J. Zumbach & H. Mandl (Hrsg.), Pädagogische Psychologie in Theorie und Praxis. Ein fallbasiertes Lehrbuch (S. 275-284). Göttingen: Hogrefe.

Frenzel, A. C., Götz, T., & Pekrun, R. (2008). Ursachen und Wirkungen von Lehreremotionen: Ein Modell der reziproken Beeinflussung von Lehrkräften und Klassenmerkmalen. In M. Gläser-Zikuda & J. Seifried (Hrsg.), Lehrerexpertise – Analyse und Bedeutung unterrichtlichen Handelns (S 187-209). Münster: Waxmann.

Götz, T., Frenzel, A. C., & Pekrun, R. (2008). Emotionale Intelligenz beim Lernen. In J. Zumbach & H. Mandl (Hrsg.), Pädagogische Psychologie in Theorie und Praxis. Ein fallbasiertes Lehrbuch (S. 255-263). Göttingen: Hogrefe.

Goetz, T., Frenzel, A. C., & Pekrun, R. (2008). Sozialklima in der Schule. In W. Schneider & M. Hasselhorn (Hrsg.), Handbuch der Pädagogischen Psychologie (S. 503-514). Göttingen: Hogrefe.

Pekrun, R., Frenzel, A. C., Götz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 13-36). San Diego: Academic Press.

Pekrun, R., Hofe, R. vom, Blum, W., Frenzel, A. C., Goetz, T., & Wartha, S. (2007). Development of mathematical competencies in adolescence: The PALMA longitudinal study. In M. Prenzel (Ed.), Studies on the educational quality of schools. The final report of the DFG Priority Programme (S. 17-37). Münster: Waxmann.

Frenzel, A. C., Pekrun, R., & Götz, T. (2006). Emotionale Voraussetzungen des Lernens. In K.-H. Arnold, U. Sandfuchs & J. Wiechmann (Hrsg.), Handbuch Unterricht (S. 579-583). Bad Heilbrunn: Klinkhardt.

Goetz, T., Frenzel, C. A., Pekrun, R., & Hall, N. C. (2006). Emotionale Intelligenz im Lern- und Leistungskontext. In R. Schulze, P. A. Freund & R. D. Roberts (Hrsg.), Emotionale Intelligenz. Ein Internationales Handbuch (S. 237-256). Göttingen: Hogrefe.

Pekrun, R., & Götz, T. (2006). Emotionsregulation: Vom Umgang mit Prüfungsangst. In H. Mandl & H. F. Friedrich (Hrsg.), Handbuch Lernstrategien (S. 248-258). Göttingen: Hogrefe.

Pekrun, R., Hofe, R. vom, Blum, W., Götz, T., Wartha, S., Frenzel, A., & Jullien, S. (2006). Projekt zur Analyse der Leistungsentwicklung in Mathematik (PALMA). Entwicklungsverläufe, Schülervoraussetzungen und Kontextbedingungen von Mathematikleistungen in der Sekundarstufe I. In M. Prenzel & L. Allolio-Näcke, (Hrsg.), Untersuchungen zur Bildungsqualität von Schule. Abschlussbericht des DFG-Schwerpunktprogramms (S. 21-53). Münster: Waxmann.

Goetz, T., Frenzel, C. A., Pekrun, R., & Hall, N. (2005). Emotional intelligence in the context of learning and achievement. In R. Schulze & R. D. Roberts (Eds.), Emotional intelligence: An international Handbook (pp. 233-253). Cambridge, MA: Hogrefe & Huber Publishers.

Götz, T., Zirngibl, A., & Pekrun, R. (2004). Lern- und Leistungsemotionen von Schülerinnen und Schülern. In T. Hascher (Hrsg.), Schule positiv erleben. Erkenntnisse und Ergebnisse zum Wohlbefinden von Schülerinnen und Schülern (S. 49-66). Bern: Haupt AG.

Pekrun, R., Götz, T., Hofe, R. vom, Blum, W., Jullien, S., Zirngibl, A., Kleine, M., Wartha, S., & Jordan, A. (2004). Emotionen und Leistung im Fach Mathematik: Ziele und erste Befunde aus dem „Projekt zur Analyse der Leistungsentwicklung in Mathematik“ (PALMA). In J. Doll & M. Prenzel (Hrsg.), Bildungsqualität von Schule: Lehrerprofessionalisierung, Unterrichtsentwicklung und Schülerförderung als Strategien der Qualitätsverbesserung (S. 345-363). Münster: Waxmann.

Goetz, T., Zirngibl, A., Pekrun, R., & Hall, N. (2003). Emotions, learning and achievement from an educational-psychological perspective. In P. Mayring & C. v. Rhoeneck (Eds.), Learning emotions. The influence of affective factors on classroom learning (pp. 9–28). Frankfurt am Main: Peter Lang.

Hofe, R. vom, Pekrun, R., Kleine, M., & Goetz, T. (2002). Projekt zur Analyse der Leistungsentwicklung in Mathematik (PALMA). Konstruktion des Regensburger Mathematikleistungstests für 5.-10 Klassen. In M. Prenzel & J. Doll (Eds.), Bildungsqualität von Schule: Schulische und außerschulische Bedingungen mathematischer, naturwissenschaftlicher und überfachlicher Kompetenzen (Zeitschrift für Pädagogik, 45. Beiheft, pp. 83-100). Weinheim: Beltz.

Pekrun, R., Götz, T., Titz, W., & Hofmann, H. (2002). Mythen in der Schulleistungs- und Jugendforschung: Möglichkeiten und Grenzen populationsorientierter Untersuchungen. In H. Merkens & J. Zinnecker (Hrsg.), Jahrbuch Jugendforschung 2/2002 (pp. 127-144). Opladen: Leske & Budrich.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Positive emotions in education. In E. Frydenberg (Ed.), Beyond coping: Meeting goals, visions, and challenges (pp. 149-173). Oxford: University Press.

Konferenzbeiträge

Matyk, A., Vavliaras, G., & Goetz, T. (2024, January). Bored at universities: How do different types of valence and over- and underchallenge influence academic boredom among students? Paper presented at the 3rd annual doctoral conference - VDS CoBeNe PhD Academy. University of Vienna, Austria.

Donath, J., Graf, E., Stempfer, L., Steiner, W., & Goetz, T. (2023, August 20-21). Cognitive appraisals and dimensions of achievement emotions [Symposium]. Junior Researchers of EARLI, Thessaloniki, Greece.

Götz, T. (2023, November). Wertevermittlung an Schulen. Vortrag im Rahmen des Binationalen Forschungskolloquiums der Binational School of Education (BiSE). Universität Konstanz, Deutschland.

Götz, T. (2023, September). Was Professor*innen so den ganzen Tag machen. Aus dem Leben eines Professors. Keynote im Rahmen der Herbstschule des Doktoratsprogramms „Human Development, Learning, and Instruction in Times of Global Change”. Universität Salzburg, Österreich.

Graf, E., Stempfer, L., Muis, K., & Goetz, T. (2023, August 22–25). Say it, feel it: How emotions in civic education relate to classroom climate and participation. In E. Graf & L. Stempfer (chair), Multiple Perspectives on Student’s Emotions Experienced in Class. [Symposium]. European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece.

Stempfer, L. & Goetz, T. (2023, August 22-26). Beyond the mean score: Inter-individual differences in temporal fluctuations of student boredom [Symposium]. European Association for Research on Learning and Instruction, Thessaloniki, Greece. 

Graf, E., Donath, J. L., Botes, E., Voracek, M., & Goetz, T. (2023, Mai 4–5). Relationships between discrete emotions and political learning: A cross-disciplinary systematic review and meta-analysis [Paper Präsentation]. Annual Meeting of the American Educational Research Association (AERA), online. 

Lavelle-Hill, R., Frenzel, A., Goetz, T., Lichtenfeld, S., Marsh, H., Pekrun, R., Sakaki, M., Smith, G., & Murayama, K. (2023, Mai). Machine learning methods to understand how predictors of achievement change over time: Methodological challenges, solutions, and future directions. Paper presented at the 4th Symposium on Big Data and Research Syntheses in Psychology, Frankfurt, Germany.

Stempfer, L., Goetz, T., Pekrun, R., Voracek, M., van Tilburg, W. A. P., & Tran, U. (2023, April). Boredom and performance in education: A multilevel meta-analysis. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, USA.

Stempfer, L. & Goetz, T. (2023, February 2-3). Beyond the mean score: Inter-individual differences in temporal fluctuations of student boredom. Paper presented at the VDS CoBeNe PhD Academy, Vienna, Austria. 

Bieleke, M., Wolff, W., & Goetz, T. (2022, Juni). Boredom in endurance sports: A control-value approach. Presentation at the 54th Annual Conference of the German Society for Sport Psychology, Münster, Deutschland.

Graf, E., Bieleke, M., Donath, J., Götz, T., Murano, D., & Stempfer, L. (2022, März). Ursachen und Wirkungen von Emotionen in der Politischen Bildung. Vortrag beim 9. Kongress der Gesellschaft für Empirische Bildungsforschung (GEBF), Bamberg, Deutschland.

Graf, E., Bieleke, M., Goetz, T., & Murano, D. (2022). Feeling politics at school: Antecedents and effects of emotions in a cross-curricular civic education context. Paper presented at the VDS CoBeNe PhD Conference, Vienna, Austria.

Götz, T. (2021, November). „Ich denke, darum fühle ich“. Das Zusammenspiel von Kognition, Emotion und Leistung. Vortrag im Rahmen des Kolloquiums des Zentrums für Lehrerinnen- und Lehrerbildung der Universität Wien. Universität Wien, Österreich.

Götz, T. (2021, September). Der Stress mit dem Erfolg. Vortrag an der Internationalen Akademie Traunkirchen. Traunkirchen, Österreich.

Götz, T (2021, September). Wie selbstreguliertes Lernen in der Schule gelingen kann. Vortrag am Zentrum für Schulqualität und Lehrerbildung Baden-Württemberg (ZSL). Stuttgart, Deutschland.

Goetz, T. (2021, January). Planning academic careers. Guest speaker at the online graduate student mentoring seminar at the Korea University. Seoul, South Korea.

Graf, E., Murano, D., Bieleke, M. & Götz, T. (2021, August). Assessing academic emotions in civic education: Development and validation of self-report scales. Paper presented at the virtual meeting of the European Association for Research on Learning and Instruction (EARLI)

Bieleke, M., Wolff, W., Schüler, J., Götz, T., & Pekrun, R. (2021, Mai). Achievement emotions in sports. Vortrag bei der Jahrestagung der Arbeitsgemeinschaft für Sportpsychologie (ASP), Tübingen, Deutschland.

Bieleke, M., Goetz, T., Krannich, M., Roos, A.-L., & Yanagida, T. (2021, April). Investigating the effect of task order on cognitive appraisals and achievement emotions. Paper presented at the virtual meeting of the American Educational Research Association (AERA)

Goetz, T., Lipnevich, A. A., Krannich, M. & Gogol, K. (2020, April). Performance feedback and emotions: Presenting a comprehensive model [Symposium]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/sos94po (Conference Canceled)

Lipnevich, A. A., Murano, D., Krannich, M. & Goetz, T. (2020, April). Should I grade or should I comment? Links among feedback, emotions, and performance [Symposium]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/rudsmvn (Conference Canceled)

Roos, A., Goetz, T., Krannich, M. & Bieleke, M. (2020, April). Task order matters: Emotional and physiological reactions to difficult tasks [Symposium]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/tm2bu3l (Conference Canceled)

Roos, A., Goetz, T., Krannich, M., Jarrell, A., Donker, M. H. & Mainhard, T. (2020, April). Control antecedents and achievement effects of test anxiety components: An intra-individual approach [Roundtable Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/u452j3n (Conference Canceled)

Roos, A.-L., Goetz, T., & Krannich, M. (2019, August). Control antecedents and achievement effects of test anxiety components: An intra-individual approach. Paper presented at the conference of the European Association for Research on Learning and Instruction (EARLI), Aachen, Germany.

Roos, A.-L., Goetz, T., & Krannich, M. (2019, August). The control-anxiety-performance relationship: self-report and physiological measures. Paper presented at the conference of the European Association for Research on Learning and Instruction (EARLI), Aachen, Germany.

Sticca, F., Goetz, T., Shavelson, R., Eberle, F., & Möller, J. (2019, August). The role of domain similarity in the longitudinal interplay among achievement and self-concept. Paper presented at the conference of the European Association for Research on Learning and Instruction (EARLI), Aachen, Germany.

Goetz, T., Krannich M., & Hall, N. C. (2019, April). Boredom. Paper presented at the Annual Meeting of the American Educational Research Association, Toronto, Canada.

Roos, A.-L., Goetz, T., Krannich, M., & Jarrell, A. (2019, April). Antecedents and effects of test anxiety components: An intra-individual real-time approach including physiological measures. Paper presented at the annual meeting of the American Educational Research Association (AERA 2019), Toronto, Canada.

Götz, T. (2019, März). Symposium „Motivation und Emotion von Hochschuldozierenden an der Hochschule“. Diskussion der 4 Beiträge bei der 7. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Köln, Deutschland.

Kaufmann, M., Goetz, T., Lipnevich, A., & Pekrun, R. (2019, March). Do positive illusions of control foster happiness? Paper presented at the International Convention of Psychological Science (ICPS), Paris, France.

Krannich, M., Goetz, T., & Roos, A.-L. (2018, September). Heterogeneity in the classroom: Differential effects of students’ being over- or underchallenged on their career aspirations via boredom? Präsentation bei der 51. Tagung der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt, Deutschland.

Zaccoletti, S., Scrimin, S., Tornatora, M. C., Mason, L., & Goetz, T. (2018, August). Multiple-text comprehension: The role of psychophysiological responses while reading webpages. Paper presented at the meeting of the SIG “Comprehension of Texts and Graphics” of the European Association of Research on Learning and Instruction. Freiburg, Germany.

Goetz, T. (2018, April). New empirical insights on what energizes learners: A session on emotions and engagement. Discussion of the Symposium at the Annual Meeting of the American Educational Research Association, New York, NY.

Goetz, T., Krannich M., & Hall, N. C. (2018, April). Boredom. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY.

Roos, A.-L., Goetz, T., Krannich, M., Gogol, K., & Jarrell, A. (2018, April). Optimizing emotion regulation: Zooming in on the antecedents and effects of anxiety components. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY.

Götz, T, & Lüdtke, O. (2018, Februar). Kognitive Appraisals mediieren den Effekt von Unterrichtsgestaltung auf die Emotionen von Schülerinnen und Schüler im Klassenzimmer: Ein intraindividueller Ansatz. Vortrag auf dem 6. Kongress der Gesellschaft für Empirische Bildungsforschung (GEBF), Basel, Schweiz.

Gogol, K., & Götz, T. (2018, Februar). Our Individual Order of Things Directs How We Think We Feel. Vortrag auf dem 6. Kongress der Gesellschaft für Empirische Bildungsforschung (GEBF), Basel, Schweiz.

Pekrun, R., Murayama, K., Marsh, H. W., Goetz, T., & Frenzel, A. C. (2017, September). Happy fish in little ponds: How the achievement composition of groups impacts emotional well-being. Paper presented at 9th SELF Biennial International Conference, Melbourne, Australia.

Roos, A.-L., Bieg, M., Goetz, T., Frenzel, A., Taxer, J., & Zeidner, M. (2017, September). Experiencing more anxiety than expected? Trait and state mathematics anxiety in high achieving students. Paper presented at the conference of the European Society for Cognitive Psychology (ESCoP), Potsdam, Germany.

Gogol, K., Brunner, M., Preckel, F., & Martin, R. (2017, August). Structural model and developmental dynamics of general and subject-specific academic anxieties. Paper presented at the 17th Biennial EARLI Conference for Research on Learning and Instruction, Tampere, Finland.

Krannich, M., Goetz, T., & Roos, A.-L. (2017, August). Being over- or underchallenged: Effects on students' career aspirations via self-concept and boredom. Paper presented at the 17th Biennial EARLI Conference for Research on Learning and Instruction, Tampere, Finland.

Götz, T., (2017, Juni). Langeweile. Keynote beim Kongress der Schweizerischen Gesellschaft für Bildungsforschung (SGBF), Fribourg, Schweiz.

Bieg, M., Goetz, T., Sticca, F., Brunner, E., Becker, E., Morger, V., & Hubbard, K. (2017, März). Sozialformen im Unterricht und ihr Einfluss auf Schüleremotionen: Eine Experience-Sampling Studie. Vortrag auf dem 5. Kongress der Gesellschaft für Empirische Bildungsforschung (GEBF), Heidelberg, Deutschland.

Gogol, K., Brunner, M., Martin, R., Preckel, F., & Götz, T. (2017, März). Entwicklung eines integrativen Strukturmodells fachspezifischer und fachübergreifender Selbstkonzepte, Interessen und Leistungsängste. Vortrag auf dem 5. Kongress der Gesellschaft für Empirische Bildungsforschung (GEBF), Heidelberg, Deutschland.

Krannich, M., Goetz, T., Lipnevich, A., & Roos, A.-L. (2017, April). It’s boring I won’t do that: State and trait boredom predicting students’ career aspirations. Paper presented at the Annual Meeting of the American Educational Research Association, San Antonio, TX.

Roos, A.-L., Goetz, T., Bieg, M., Krannich, M., Donker, M., & Taxer, J. (2017, April). Test anxiety and physiological arousal: A systematic review. Paper presented at the Annual Meeting of the American Educational Research Association, San Antonio, TX.

Goetz, T., & Bieg, M. (2016, April). Academic emotions and their regulation via emotional intelligence. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC.

Goetz, T. (2016, April). Personal and contextual factors impacting the development and expression of math anxiety. Discussion of the Symposium at the Annual Meeting of the American Educational Research Association, Washington, DC.

Goetz, T. (2016, April). Why do I feel this way?”: Recursive and reinforcing antecedents of emotions in the classroom. Discussion of the Symposium at the Annual Meeting of the American Educational Research Association, Washington, DC.

Krannich, M. Goetz, T., & Lipnevich, A. (2016, April). The effects of boredom due to being over- or underchallenged on students’ occupational choice intentions. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC.

Wang, H., Hall, N. C., Rahimi, S., Frenzel, A. C., & Goetz, T. (2016, April). Teachers’ goal orientations, classroom goal structures, and emotions: A causal analysis. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC.

Gogol, K., Brunner, M., Preckel, F., Götz, T., & Martin, R. (2016, März). Entwicklungsdynamiken von affektiv-motivationalen Schülermerkmalen. Vortrag auf dem 4. Kongress der Gesellschaft für Empirische Bildungsforschung (GEBF), Berlin, Deutschland.

Götz, T., Sticca, F., & Haag, L. (2016). Long-term associations between self-concept and achievement: Examining the reciprocal internal/external frame of reference model from a developmental perspective. Paper presented at the 4. annual conference of the Association of Empirical Educational Research, Berlin, Germany.

Krannich, M., Götz, T., & Bieg, M. (2016, März). Schulische Langeweile und Berufswahlintentionen: Mehr als nur Über- oder Unterforderung?. Posterpräsentation auf dem 4. Kongress der Gesellschaft für Empirische Bildungsforschung (GEBF), Berlin, Deutschland.

Sticca, F., Götz, T., Nett, U., Hubbard, K., & Haag, L. (2016, March). Short- and long-term effects of over-reporting of grades on academic self-concept and achievement. Paper presented at the 4. annual conference of the Association of Empirical Educational Research, Berlin, Germany.

Sticca, F., Götz, T., & Haag, L. (2016, March). Long-term associations between self-concept and achievement: Examining the reciprocal internal/external frame of reference model from a developmental perspective. Paper presented at the 4th annual conference of the Association of Empirical Educational Research. Berlin, Germany

Goetz, T. (2015, November). Academic achievement emotions: Findings from experience sampling research on students boredom and anxiety. Invited talk at the Faculty of Social and Behavioural Sciences, Utrecht University, Netherlands.

Goetz, T., Sticca, F., Pekrun, R., Murayama, K., & Elliot, A. (2015, October). Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach. Paper presented at the annual conference of the British Psychological Society, Psychology of Education Section, Liverpool, UK.

Roos, A.-L., Bieg, M., Frenzel, A., & Taxer, J. (2015, September). Mehr Angst als gedacht? Trait- und State-Mathematikangst bei hochleistenden Schülerinnen und Schülern. Beitrag bei der 15. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie, Kassel, Deutschland.

Sticca, F., Götz, T., Nett, U., Hubbard, K., & Haag, L. (2015, September). Short- and long-term effects of over-reporting of grades on academic self-concept and achievement. Paper presented at the 12th Tagung der Fachgruppe Methoden und Evaluation der DGPs, Jena, Germany

Bieg, M., Goetz, T., & Hall, N. C. (2015, August). Gender differences in math anxiety: The mediating role of self-concept and belief in gender stereotypes. Paper presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.

Gogol, K., Brunner, M., Martin, R., Preckel, F., & Goetz, T., (2015, August). Towards an integrative model of students’ affective-motivational experience. Paper presented at the 8th Self-Conference, Kiel, Germany.

Zhang, K., Goetz, T., Martiny, S. E., & Chen, F. (2015, August). Angry women are more trusting: A mediational analysis of anger, trust, and social distance. Paper presented at the 25th Subjective Probability, Utility, And Decision Making Conference, Budapest, Hungary.

Nett, U., Goetz, T., & Hall, N. C. (2015, August). How am I so bored? An empirical examination of boredom types, precursors, and coping strategies. Paper presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.

Goetz, T. (2015, June). Assessing academic emotions via experience sampling methods. Invited presentation, Seminar in the context of the Network on Intrapersonal Research in Education (NIRE), Oxford, UK.

Götz, T. (2015, Juni). Was messen wie eigentlich, wenn wir messen?. Vortrag im Rahmen des Forschungskolloquiums der Pädagogischen Hochschule Thurgau, Kreuzlingen, Schweiz.

Zhang, K., Goetz, T., Martiny, S. E., Chen, F., & Sverdlik, A. (2015, Mai). Angry woman are more trusting: A mediational analysis of anger, trust, and social distance. Paper presented at the 27th Annual Convention of the Association for Psychological Science (APS), New York, NY.

Becker, E. S., Keller, M. M., Goetz, T., & Ranellucci, J. (2015, April). Teachers’ positive emotions in the classroom: An intraindividual analysis on their antecedents. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Frenzel, A. C., Pekrun, R., Goetz, T., Daniels, L. M., & Durksen, T. L. (2015, April). Measuring enjoyment, anger, and anxiety during teaching: Development and validation of the teaching emotions scales (TES). Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Goetz, T. & Pekrun, R. (2015, April). Boredom at school: Antecedents, outcomes, and coping strategies. Symposium presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Goetz, T., Bieg, M., & Hall, N. C. (2015, April). Assessing academic emotions via experience sampling methods. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Goetz, T., Nett, U. E., & Stupnisky, R. H. (2015, April). How accurately can parents judge their children's boredom in school? Contrasting students’ and parents’ perceptions of boredom frequency, antecedents, and coping strategies. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Goetz, T., Sticca, F., Pekrun, R., Murayama, K., & Elliot, A. J. (2015, April). Achievement goals as antecedents of students’ discrete achievement emotions: An inter- and intraindividual approach across four academic domains. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Hall, N. C., Frenzel, A. C., Goetz, T., Wang, H., & Rahimi, S. (2015, April). Online Motivational Interventions for Teachers: Longitudinal Effects on Attributions, Burnout, and Quitting Intentions. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Götz, T., Sticca, F., Murayama, K., & Elliot, A. J. (2015, März). Die Effekte von Leistungszielen auf Schüleremotionen: Eine Experience-Sampling-Studie. Vortrag beim 3. Kongress der Gesellschaft für Empirische Bildungsforschung (GEBF), Bochum, Deutschland.

Becker, E., Keller, M. & Götz, T. (2014, September). „In dieser Stunde hatte ich das Gefühl, alles unter Kontrolle zu haben“ – Der Zusammenhang von Klassenmerkmalen, Appraisals und Lehreremotionen im Mathematikunterricht. Posterpräsentation auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bochum, Deutschland.

Maymon, R., Hall, N. C., Goetz, T., Rahimi, S., & Astahova, M. (2014, August). Gendered effects of attributions and emotions on academic computing in German college students. Poster presented at the Annual Convention of the American Psychological Association. Washington, DC.

Astahova, M., Martiny, S. E., & Goetz, T. (2014, July). The social benefits of suppressing positive emotions in outperformance situations. Paper presented at the 17th European Association of Social Psychology (EASP), Amsterdam, Netherlands.

Bieg, M., Goetz, T., & Hubbard, K. (2014, July). Can I master it and does it matter? An intraindividual analysis on control-value antecedents of positive and negative academic emotions. Paper presented at the 28th International Congress of Applied Psychology, Paris, France.

Pekrun, R., Hofmann, H., & Goetz, T. (2014, July). Students‘ achievement emotions: Contrasting interindividual and intraindividual perspectives. Paper presented at the 28th International Congress of Applied Psychology, Paris, France.

Hall, N. C., Frenzel, A. C., Goetz, T., Wang, H., & Rahimi, S. (2014, June). Online motivational interventions: Promoting psychological and physical health in teachers. Paper presented at the Biennial International Conference on Motivation (ICM), Helsinki, Finland.

Keller, M. M., Chang, M.-L., Becker, E. S., Goetz, T., & Frenzel, A. (2014, June). Emotion experiences and emotional dissonance of teachers during class and how they relate to emotional exhaustion: An experience-sampling study. Paper presented at the Biennial International Congress of Motivation (ICM), Helsinki, Finland.

Goetz, T. (2014, April). Antecedents and consequences of emotions in learning. Discussion of the Symposium at the Annual Meeting of the American Educational Research Association, Philadelphia, PA.

Goetz, T., & Pekrun, R. (2014, April). Exploring the antecedents of students’ academic emotions. Symposium to be presented at the Annual Meeting of the American Educational Research Association, Philadelphia, PA.

Goetz, T., Haag, L., Lipnevich, A. A., Keller, M., Frenzel, A. C., & Collier, A. P. M. (2014, April). Thinking impacts feeling: Judgments of school domain similarity and between-domain relations of students’ academic emotions. Paper presented at the Annual Meeting of the American Educational Research Association, Philadelphia, PA.

Astahova, M., Martiny, S. E., & Goetz, T. (2014, March). The suppression of positive emotions and its social benefits in outperformance situations. Paper presented at Consortium of European Research on Emotion Conference (CERE), Berlin, Germany.

Goetz, T. (2014, March). A new perspective on anxiety and boredom in students: Findings from experience sampling research. Invited talk at the Department of Educational and Counselling Psychology, McGill University, Montreal, Canada.

Götz, T., & Bieg, M. (2013, Oktober). Haben Mädchen tatsächlich mehr Angst vor Mathe? Eingeladener Vortrag an der Universität Wien; Fakultät für Psychologie; Institut für Angewandte Psychologie: Arbeit, Bildung, Wirtschaft (Vortragsreihe „Genderforschung“), Wien, Österreich.

Astahova, M., Martiny, S. E., & Götz, T. (2013, September). Der Einfluss des Kontextes auf die Regulation leistungsbezogener Emotionen. Posterpräsentation auf der 14. Fachgruppentagung der Sozialpsychologie (FGSP), Hagen, Deutschland.

Astahova, M., Wimmer, B. M., Goetz, T., & Sverdlik, A. (2013, August). Dampening of positive emotions in students – searching for motives underlying emotion regulation. Poster presented at the 15th Biennial EARLI Conference for Research on Learning and Instruction, Munich, Germany.

Keller, M. M., Goetz, T., Becker, E. S., & Morger, V. (August, 2013). Teacher Enthusiasm and Expressiveness: Two Sides of One Coin? Paper presented at the 15th Biennial EARLI Conference for Research on Learning and Instruction, Munich, Germany.

Wimmer, B. M., Goetz, T., & Baumann, J. (2013, August). Addressing heterogeneity through teamwork: Effects on teacher confidence and internal differentiation. Paper presented at the15th Biennial EARLI Conference for Research on Learning and Instruction, Munich, Germany.

Astahova, M., Wimmer, B., & Goetz, T. (2013, July). Motives for the down- regulation of positive emotions in students. Paper presented at the 13th European Congress of Psychology (ECP), Stockholm, Sweden.

Becker, E., Goetz, T., & Morger, V. (2013, July). How important are teachers’ emotions in class for their students’ emotions and motivation above and beyond cognitive activating instruction? Paper presented at the 6th biennial meeting of the International Society for the Study of Individual Differences (ISSID), Barcelona, Spain.

Gogol, K., Brunner, M., Martin, R., Preckel, F., & Goetz, T. (2013, July). Integrative model of key affective-motivational constructs. Paper presented at the 6th biennial meeting of the International Society for the Study of Individual Differences (ISSID), Barcelona, Spain.

Zhang, K., Fang, P., Goetz, T., & Ringo, J. (2013, July). Antecedents and Consequences of Group EmotionsEmpirical Evidence from China. Paper presented at the 13th European Congress of Psychology (ECP), Stockholm, Sweden.

Götz, T., & Heiniger, P. (2013, Juli). Behindern sich in der Lehrerinnen- und Lehrerbildung Forschungs- und Bildungsorientierung gegenseitig? Vortrag im Rahmen der Tagung „Was kennzeichnet gute Lehre in der Lehrerinnen- und Lehrerbildung“; Konstanzer Wissenschaftsforum; Kreuzlingen, Schweiz.

Götz, T., (2013, Juni). Aspekte und Empirie des lernförderlichen Unterrichtsklimas. Eingeladener Vortrag an der Kantonsschule Zug, Zug, Schweiz.

Götz, T. (2013, Mai). Emotionen im Lern- und Leistungskontext. Eingeladener Vortrag an der Universität Trier (Reihe Colloquia Treverensia), Trier, Deutschland.

Götz, T. (2013, April). Selbstreguliertes Lernen als zentrale Kompetenz flexibler Wissensaneignung. Eingeladener Vortrag im Rahmen des Münchenwiler Seminars der Universität Bern, Schweiz.

Becker, E., Goetz, T., Morger, V., & Maymon, R. (2013, April). Me and my teacher: Discrete emotional crossover in the classroom – An experience-sampling-analysis. Paper presented at the Annual meeting of the American Educational Research Association, San Francisco, CA.

Bieg, M., Goetz, T., Lüdtke, O., Pekrun, R., & Hall, N. C. (2013, April). The gender gap in math anxiety: Contradictory findings from trait vs. state assessments. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Keller, M. M., Goetz, T., Lüdtke, O., Nett, U. E., & Lipnevich, A. A. (2013, April). Teaching quality and students’ emotions: An experience-sampling approach. Poster presented at the Annual meeting of the American Educational Research Association, San Francisco, CA.

Ranellucci, J., Hall, N. C., Hubbard, K., & Goetz, T. (2013, April). Investigating achievement emotions and learning strategies as mediators of achievement goals and academic achievement. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Götz, T. (2013, März). Charakteristika von Domänen als Basis für die Einschätzung des Ausmaßes an Unterschiedlichkeit von Schulfächern. Vortrag beim 1. Kongress der Gesellschaft für Empirische Bildungsforschung (GEBF), Kiel, Deutschland.

Keller, M. M., Götz, T., Becker, E. S., & Morger, V. (2013, März). Lehrerenthusiasmus und Expressivität: Zwei Seiten einer Medaille? Vortrag beim 1. Kongress der Gesellschaft für Empirische Bildungsforschung (GEBF), Kiel, Deutschland.

Becker, E., Keller, M., Frenzel, A.C. & Götz, T. (2012, September). Und wie geht es Ihnen beim Unterrichten? Emotionen und emotionale Dissonanz bei Lehrkräften. Posterpräsentation auf dem 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bielefeld, Deutschland.

Bieg, M., Götz, T., & Lipnevich, A. A. (2012, September). Wenn du denkst du fühlst, dann denkst du nur du fühlst - Der Einfluss des akademischen Selbstkonzepts auf die Diskrepanz von trait- und state-basierten Emotionseinschätzungen. Posterpräsentation auf dem 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bielefeld, Deutschland.

Wimmer, B. M., Spörrle, M., Astahova, M., & Götz, T. (2012, September). Emotionsregulationsstrategien moderieren den Zusammenhang zwischen Ärger und ökonomischem Risikoverhalten. Posterpräsentation auf dem 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bielefeld, Deutschland.

Bieg, M., Goetz, T., & Lipnevich, A. A. (2012, July). What students think they feel is different from what they really feel. Paper presented at the 30th International Congress of Psychology 2012, Cape Town, South Africa.

Goetz, T., Bieg, M., & Hall, N. C. (2012, July). Do girls really experience more math anxiety than boys? Paper presented at the 30th International Congress of Psychology 2012, Cape Town, South Africa.

Bieg, M., Goetz, T., Hubbard, K., & Keller, M. (2012, April). Control and value as antecedents of state-based and trait-based achievement emotions. Paper presented at the Annual Meeting of the American Educational Research Association, Vancouver, Canada.

Goetz, T., Nett, U. E., Frenzel, A. C., Lipnevich A. A., & Hall, N. C. (2012, April). Types of students’ Boredom: An experience sampling approach. Paper presented at the Annual Meeting of the American Educational Research Association, Vancouver, Canada.

Keller, M., Goetz, T., Ringo, J., Frenzel, A. & Becker, E. (2012, April). Do emotionally exhausted teachers really feel so bad? The role of emotional exhaustion in self-reported state and trait emotions of teachers. Paper presented at the Annual Meeting of the American Educational Research Association, Vancouver, Canada.

Nett, U. E., Goetz, T., Hall, N. C. & Frenzel, A. C (2012, April). Metacognitive strategies and test performance: An experience sampling analysis of students’ learning behavior. Paper presented at the Annual Meeting of the American Educational Research Association, Vancouver, Canada.

Pekrun, R., & Goetz, T. (2012, April). Boredom in academic settings. Symposium presented at the Annual Meeting of the American Educational Research Association, Vancouver, Canada.

Wimmer, B. M., Goetz, T., Fang, P., & Zhang, K. (2012, April). Loss of control and emotions in german and chinese students: Cross-cultural investigation of experimental paradigms. Paper presented at the Annual Meeting of the American Educational Research, Association, Vancouver, Canada.

Götz, T. (2012, März). Langeweile im Fach Mathematik. Eingeladener Hauptvortrag im Rahmen der 46. Jahrestagung der Gesellschaft für Didaktik der Mathematik, Weingarten, Deutschland.

Bieg, M., Keller, M., & Götz, T. (2011, September). Antezedenzien von State-Emotionen im Lern- und Leistungskontext. Vortrag bei der 13. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie, Erfurt, Deutschland.

Götz, T. (2011, September), Diskutant bei der Arbeitsgruppe Dimensionen und Voraussetzungen effektiven Mathematikunterrichts in den Sekundarstufen – aktuelle Ergebnisse quantitativer Forschung (geleitet von A. Ittel & R. Lazarides).

Wimmer, B. M., Goetz, T., Fang, P., Zhang, K., & Fischbacher, U. (2011, September). Kontrollverlust in Deutschland, 失去控制 (shīqù kòngzhì) in China: Kulturvergleichende Untersuchung zum mediierenden Effekt von Wut auf den Zusammenhang zwischen Kontrollverlust und Risikoverhalten. Posterpräsentation auf der 13. Tagung der Fachgruppe Sozialpsychologie der DGPs, Hamburg, Deutschland.

Goetz, T. (2011, Mai). Emotions in the classroom. Invited talk at the Department of Educational and Counselling Psychology, McGill University, Montreal, Canada.

Dettmers, S., Trautwein, O., Lüdtke, O., & Goetz, T. (2011, April). Antecedents and effects of students’ emotions during homework in mathematics: A longitudinal approach. Paper presented at the AERA 2011 conference, New Orleans, LA.

Frenzel, A. C., Goetz, T., & Pekrun, R. (2011, April). Exploring relationships between teacher emotions and teaching quality. Paper presented at the AERA 2011 conference, New Orleans, LA.

Goetz, T., Nett, U. E., Martiny, S. E., Hall, N. C., Pekrun, R., Dettmers, S., & Trautwein, U. (2011, April). Students’ emotions during homework: structures, self-concept antecedents, and achievement outcomes. Paper presented at AERA 2011 conference, New Orleans, LA.

Link, V., Götz, T., Fonin, M, & Rüdiger, U. (2011, März). Frühe naturwissenschaftliche Bildung: Bedeutung emotionaler und motivationaler Variablen bei Lehrpersonen der Vorschulstufe. Vortrag beim Kongress der Deutschen Physikalischen Gesellschaft, Münster, Deutschland.

Götz, T. (2011, Februar). Qualitätsentwicklung an Schulen unter Berücksichtigung der Kompetenzorientierung. Eingeladener Vortrag an der Pädagogischen Hochschule Vorarlberg, Feldkirch, Österreich.

Götz, T. (2011, Februar). Einfach nur zum Gähnen – Langeweile im Klassenzimmer. Eingeladener Vortrag im Rahmen des Kongresses „Kinder bewegen – Energien nutzen“, Karlsruher Institut für Technologie, Karlsruhe, Deutschland.

Götz, T. (2011, Februar). Langeweile. Eingeladener Vortrag an der Pädagogischen Hochschule Zürich, Zürich, Schweiz.

Götz, T., Frenzel, A., Nett, U., & Preckel, F. (2010, September). Externe Leistungsdifferenzierung und ihre Wirkung auf das akademische Selbstkonzept und Langeweileattributionen. Vortrag beim 47. Kongress der Deutschen Gesellschaft für Psychologie, Bremen, Deutschland.

Götz, T. (2010, September). Arbeitsgruppe „Motivation von Lehrpersonen: Konzeptualisierung, Bedingungen, Korrelate, Konsequenzen“. Diskussion der 5 Beiträge beim 47. Kongress der Deutschen Gesellschaft für Psychologie, Bremen, Deutschland.

Nett, U. E., Goetz, T., Wimmer, B., & Daschmann, E. C. (2010, September). Wie lernen Schüler auf eine Klausur? Auswirkungen von metakognitiven Strategien auf Lernerfolg. Beitrag beim 47. Kongress der Deutschen Gesellschaft für Psychologie, Bremen, Deutschland.

Wimmer, B., Götz, T., Fischbacher, U., & Nett., U. (2010, September). Macht Wut uns risikofreudig? Die Auswirkungen von Kontrollverlust auf Wut und Risikoverhalten. Beitrag beim 47. Kongress der Deutschen Gesellschaft für Psychologie, Bremen, Deutschland.

Nett, U. E., Goetz, T., Hall, N., & Wimmer, B. (2010, September). Students’ coping with boredom at school: An experience sampling perspective. Paper presented at the 12th International Conference on Motivation, Porto, Portugal.

Götz, T. (2010, Juli). Entwicklung von Fachinteresse und Leistungsemotionen im Jugendalter. Eingeladener Vortrag im Rahmen des interdisziplinären Symposiums der DFG-Forschergruppe „Grenzen der Absichtlichkeit“, Universität Konstanz, Konstanz, Schweiz.

Daschmann, E., Stupnisky, R., & Goetz, T. (2010, Mai). Students’ and teachers’ perspectives on the antecedents of boredom: An interview study. Paper presented at the American Educational Research Association annual meeting, Denver, CO.

Frenzel, A. C., Dicke, A.-L., Goetz, T., & Pekrun, R. (2010, Mai). “Interest? That’s when you really want to do your homework” – Qualitative and quantitative insights into the development of interest in adolescence. Paper presented at the American Educational Research Association annual meeting, Denver, CO.

Götz, T. (2010, Mai). “Einfach nur zum Gähnen” – Wie erforscht man Langeweile im Klassenzimmer? Eingeladener Vortrag im Rahmen der gemeinsam von der Körber-Stiftung, der Robert Bosch Stiftung und der Telekom Stiftung durchgeführten Veranstaltung „Keine Angst vor Wissenschaft! Wie man Schülerinnen und Schüler für Wissenschaft begeistert“, Universität Gießen, Gießen, Deutschland.

Goetz, T. (2010, Mai). Emotions in the classroom. Invited presentation at the Educational Testing Service (ETS), Princeton, NJ.

Goetz, T. (2010, Mai). Achievement emotions at school. Invited presentation at the Department of Psychology at the Capital Normal University, Beijing, China.

Goetz, T., Frenzel, A. C., Stoeger, H., & Hall, N. C. (2010, Mai). Antecedents of everyday positive emotions: An experience sampling analysis. Paper presented at the American Educational Research Association annual meeting, Denver, CO.

Goetz, T., Preckel, F., & Frenzel, A. C. (2010, Mai). Ability grouping of gifted students: Effects on academic self-concept and boredom. Paper presented at the American Educational Research Association annual meeting, Denver, CO.

Hall, N. C., Musu, L. E., Perry, R. P., Nett, U. E., & Goetz, T. (2010, Mai). Attributional retrainging and self-esteem: “Robin Hood” effects on academic achievement. Paper presented at the American Educational Research Association annual meeting, Denver, CO.

Nett, U. E., Goetz, T., & Hall, N. (2010, Mai). Coping with boredom in school: An experience sampling analysis. Paper presented at the American Educational Research Association annual meeting, Denver, CO.

Wimmer, B., Musu, L. E., Fischbacher, U., & Goetz, T. (2010, Mai). Failure makes me cautious? Cognitions and behavior following failure in achievement settings. Paper presented at the American Educational Research Association annual meeting, Denver, CO.

Daschmann, E. C., Nett, U. E., Wimmer, B., & Götz, T. (2009, Oktober). Antezedenzien schulischer Langeweile aus Schüler- und Lehrersicht: Eine vergleichende Interviewstudie. Beitrag beim Kongress der Arbeitsgruppe Empirische Pädagogische Forschung, Bochum, Deutschland.

Goetz, T. (2009, Oktober). Emotions in the classroom. Invited presentation at the research colloquium of the Department of Psychology; University of Geneva, Geneva, Switzerland.

Daschmann, E. C., Nett, U. E., Wimmer, B., & Götz, T. (2009, September). Antezedenzien schulischer Langeweile aus Schüler- und Lehrersicht: Eine vergleichende Interviewstudie. Beitrag beim Kongress der Arbeitsgruppe Empirische Pädagogische Forschung, Bochum, Deutschland.

Nett, U., Götz, T., Kügow, E., & Wimmer, B. (2009, September). Langeweile-Coping im Unterricht. Unterschiedliche Muster im Umgang mit einer alltäglichen Emotion. Vortrag bei der 10. Arbeitstagung der Fachgruppe Differentielle Psychologie, Persönlichkeitspsychologie und Psychologische Diagnostik, Universität Koblenz-Landau, Deutschland.

Frenzel, A. C., Dicke, A.-L., Pekrun, R., & Goetz, T. (2009, August). Development of mathematics interest in adolescence: Quantitative and qualitative insights. Paper presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction, Amsterdam, the Netherlands.

Frenzel, A. C., & Goetz, T. (2009, August). Teachers' impact on emotion and motivation in the classroom. Symposium at 13th Biennial Conference of the European Association for Research on Learning and Instruction, Amsterdam, the Netherlands.

Goetz, T., Frenzel, A. C., Lüdtke, O., & Hall, N. C. (2009, August). Between-domain relations of academic emotions: Does having the same instructor make a difference. Paper presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction, Amsterdam, the Netherlands.

Wimmer, B., Cronjäger, H., Fischbacher, U., & Goetz, T. (2009, July). Development of a computer game paradigm for manipulating subjective control experiences. Paper presented at the 11. European Congress of Psychology, Oslo, Norway.

Cronjaeger, H., Hu, A., Wimmer, B. M., Nett, U. E., & Goetz, T. (2009, April). „Sad boys” or “Girls just wanna have fun?”. Impact of student´s gender on status and growth in emotional development during language instruction. Paper presented at the American Educational Research Association annual meeting, San Diego, CA.

Frenzel, A. C., Watt, H. M. G., Goetz, T., & Pekrun, R. (2009, April). Development of mathematics interest in German adolescents: Influences of gender, family and school context. Paper presented at the American Educational Research Association annual meeting, San Diego, CA.

Goetz, T. (2009, April). Emotional aspects of learning. Discussion of the Symposium at the American Educational Research Association annual meeting, San Diego, CA.

Goetz, T. (2009, April). Antecedents and effects of competence judgments. Symposium presented at the American Educational Research Association annual meeting, San Diego, CA.

Goetz, T., Frenzel, A. C., & Cronjäger, H. (2009, April). Academic self-concept and discrete emotion relations: Domain specificity and age effects. Paper presented at the American Educational Research Association annual meeting, San Diego, CA.

Goetz, T., Frenzel, A., & Lüdtke, O. (2009, April). Between-domain relations of academic emotions: Does having the same instructor make a difference? Paper presented at the American Educational Research Association annual meeting, San Diego, CA.

Hall, N. C., Jackson, S., Nett, U. E., Cronjaeger, H., & Goetz, T. (2009, April). Attributional retraining and the job interview: Implications for self-esteem and employment in college students. Paper presented at the American Educational Research Association annual meeting, San Diego, CA.

Kügow, E. C., Stupnisky, R., Nett, U., E., & Goetz, T. (2009, April). Exploring the causes of boredom at school. Development and validation of the Konstanz Antecedents to Boredom Scales. Paper presented at the American Educational Research Association annual meeting, San Diego, CA.

Nett, U. E., Daniels, L., Cronjäger, H., Cronjäger, H., Kügow, E. C., & Goetz, T. (2009, April). How do you cope with boredom? Common strategies for dealing with a negative emotion. Paper presented at the American Educational Research Association annual meeting, San Diego, CA.

Cronjäger, H., Götz, T., Hu, A., & Brunner, E. (2009, März). Unterrichtsemotionen im ersten Fremdsprachenlernjahr: Entwicklungsverläufe und Geschlechtsunterschiede. Beitrag Kongress der Arbeitsgruppe Empirische Pädagogische Forschung, Landau, Deutschland.

Goetz, T. (2009, March). Academic self-concept and discrete emotion relations:Domain specificity and age effects. Paper presented at the second conference on Noncognitive Skills of the ZEW – Leibniz Research Network, University of Konstanz, Germany.

Lohrmann, K., Götz, T., & Haag, L. (2009, März). Zusammenhänge von fachspezifischen Leistungen und Fähigkeitsselbstkonzepten im Grundschulalter. Beitrag beim Kongress der Arbeitsgruppe Empirische Pädagogische Forschung, Landau, Deutschland.

Wimmer, B., Cronjäger, H., Fischbacher, U., & Götz, T. (2009, März). Entwicklung eines computerbasierten Spielparadigmas zur Manipulation subjektiven Kontrollerlebens. Vortrag bei der 51. Tagung experimentell arbeitender Psychologen, Jena, Deutschland.

Kügow, E. C., Nett, U. E., Cronjäger, H., & Götz, T. (2008, August). Antezedenzien schulischer Langeweile. Entwicklung und Validierung der Konstanzer Skalen. Vortrag bei der AEPF-Tagung 2008, Kiel, Deutschland.

Nett, U., Goetz, T., & Daniels, L. (2008, August). Coping with Boredom in Mathematics. Poster presented at the 11th International Conference on Motivation (ICM), Turku, Finland.

Cronjaeger, H., Kraetzschmar, M., Nett, U., Kuegow, E. C., & Goetz, T. (2008, July). „Girls just wann have fun“? Impact of student’s gender on status and growth in emotional development during language instruction. Paper presented at the International Congress of Psychology, Berlin, Germany.

Frenzel, A. C., & Goetz, T. (2008, July) Exploring the effects of control- and value-appraisals on emotions within and outside the achievement domain. Symposium at the International Congress of Psychology, Berlin, Germany.

Goetz, T. & Stoeger, H. (2008, July). Real-Life emotional experiences and their control and value antecedents. Paper presented at the International Congress of Psychology, Berlin, Germany.

Kaufmann, M. & Goetz, T. (2008, July). Control appraisals in students’ emotional experience: An experimental study. Paper presented at the International Congress of Psychology, Berlin, Germany.

Nett, U. & Frenzel, A. C., Hall, N. C., & Goetz, T. (2008, July). “Rafiki” or “adui”? Self-regulation in vocabulary learning. Paper presented at the International Congress of Psychology, Berlin, Germany.

Frenzel, A. C., & Goetz, T. (2008, March). Assessing achievement emotions across cultures: Construct comparability of the German and Chinese versions of the AEQ-M. Paper presented at the American Educational Research Association annual meeting. New York, NY.

Frenzel, A. C., Goetz, T., Pekrun, R., & Sutton, R. E. (2008, March). Teacher and student enjoyment. Paper presented at the American Educational Research Association annual meeting. New York, NY.

Frenzel, A. C., Goetz, T., Pekrun, R., & Thrash, T. M. (2008, March). Assessing achievement emotions across cultures: Construct comparability of the German and Chinese versions of the AEQ-M. Paper presented at the American Educational Research Association annual meeting. New York, NY.

Goetz, T. (2008, March). Exploring the functions and origins of students’ achievement emotions. Symposium at the American Educational Research Association annual meeting. New York, NY.

Goetz, T., Frenzel, A. C., & Luedtke, O. (2008, March). Between- and within-domain relations of students’ academic emotions. Paper presented at the American Educational Research Association annual meeting. New York, NY.

Goetz, T., Preckel, F., Zeidner, M., Nett, U., Kuegow, E., & Cronjäger, H. (2008; March). Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes. Paper presented at the American Educational Research Association annual meeting. New York, NY.

Hall, N. C., Jackson, S., Daniels, L. M., & Goetz, T. (2008, March). Getting the job: Attributional retraining and the employment interview. Paper presented at the American Educational Research Association annual convention, New York, NY.

Kaufmann, M., Goetz, T., & Betsch, T. (2008, March). Control antecedents of students’ emotional experiences: An experimental study. Paper presented at the American Educational Research Association annual meeting, New York, NY.

Frenzel, A. C., Götz, T., Pekrun, R., & Lüdtke, O. (2007, September). Emotionale Ansteckung im Klassenzimmer. Zu reziproken Zusammenhängen zwischen Lehrer- und Schülerfreude im Mathematikunterricht. Posterpräsentation im Rahmen der 11. Fachtagung Pädagogische Psychologie. Humboldt-Universität zu Berlin, Berlin, Deutschland.

Götz, T. (2007, September). Ursachen emotionalen Erlebens im Lern- und Leistungskontext. Symposium im Rahmen der 11. Fachtagung Pädagogische Psychologie. Humboldt-Universität zu Berlin, Berlin, Deutschland.

Götz, T., Preckel, F., & Pekrun, R. (2007, September). Kognitive Fähigkeiten und emotionales Erleben während der Bearbeitung eines Mathematik-Leistungstests. Vortrag im Rahmen der 11. Fachtagung Pädagogische Psychologie. Humboldt-Universität zu Berlin, Berlin, Deutschland.

Frenzel, A. C., Thrash, T., Pekrun, R., & Goetz, T. (2007, August). Achievement emotions in germany and china: A cross-cultural validation of the Academic Emotions Questionnaire-Mathematics (AEQ-M). Paper presented at the 12th Biennial Conference for Research on Learning and Instruction, Budapest, Hungary.

Goetz, T. & Frenzel, A. C. (2007, August). Antecedents of emotions in education. Symposium at the 12th Biennial Conference for Research on Learning and Instruction, Budapest, Hungary.

Goetz, T., Frenzel, A. C., Pekrun, R., Preckel, F., & Hall, N. C. (2007, August). Do Intelligent students feel better in testing situations? Emotional experiences of different ability groups during an academic achievement test. Paper presented at the 12th Biennial Conference for Research on Learning and Instruction, Budapest, Hungary.

Preckel, F., Goetz, T., & Zeidner, M., (2007, August). Anxiety of big fish swimming in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes. Paper presented at the 12th Biennial Conference for Research on Learning and Instruction, Budapest, Hungary.

Frenzel, A. C., & Goetz, T. (2007, April). Trait and state emotional experiences of teaching. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Götz, T. (2007, April). „Was Felix liebt lässt Lisa zittern“ - Ergebnisse der PISA-Studien zum emotionalen Erleben von Jungen und Mädchen. Vortrag bei der „Langen Nacht der Wissenschaften“, Universität Erfurt, Erfurt, Deutschland.

Götz, T. (2007, April). Ursachen von Langeweile im Unterricht. Vortrag beim 5. Thüringer Bildungssymposium. Universität Erfurt, Erfurt, Deutschland.

Goetz, T., Preckel, F., Frenzel, A. C., Hall, N. C., & Pekrun, R. (2007, April). Do intelligent students feel better in testing situations? Emotional experiences of different ability groups during an academic achievement test. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Preckel, F., Zeidner, M., Goetz, T., & Vock, M. (2007, April). Academic self-concept of gifted students: The ‘Big-Fish-Little-Pond Effect’ and gender-ratio in special gifted classes. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Götz, T. (2006, November). Emotionen im Klassenzimmer. Vortrag am Zentrum für Lehr-/Lern- und Bildungsforschung, Universität Erfurt, Erfurt, Deutschland.

Frenzel, A. C., & Götz, T. (2006, September). Emotionales Erleben beim Unterrichten: Trait und State. Vortrag bei der AEPF-Tagung 2006, Universität München, München, Deutschland.

Frenzel, A. C., Götz, T., & Pekrun, R. (2006, September). Eine quantitative Untersuchung zu Ursachen und Wirkungen von Lehrerfreude und –ärger. Vortrag beim 45. Kongress der Deutschen Gesellschaft für Psychologie. Friedrich-Alexander-Universität Erlangen-Nürnberg, Nürnberg, Deutschland.

Götz, T., & Frenzel, A. C. (2006, September). Emotionen im Klassenzimmer. Arbeitsgruppe beim 45. Kongress der Deutschen Gesellschaft für Psychologie. Friedrich-Alexander-Universität Erlangen-Nürnberg, Nürnberg, Deutschland.

Götz, T., Frenzel, A. C., & Haag, L. (2006, September). Ursachen von Langeweile im Unterricht. Vortrag bei der AEPF-Tagung 2006. Universität München, München, Deutschland.

Götz, T., Frenzel, A. C., & Pekrun, R. (2006, September). Domänenspezifität emotionalen Erlebens. Vortrag beim 45. Kongress der Deutschen Gesellschaft für Psychologie. Friedrich-Alexander-Universität Erlangen-Nürnberg, Nürnberg, Deutschland.

Preckel, F., Zeidner, M., Götz, T., & Schleyer, E. (2006, September). Der Big-fish-little-pond-Effekt und der Einfluss des Geschlechterverhältnisses auf das Selbstkonzept von Schülern in Hochbegabtenklassen. Vortrag beim 45. Kongress der Deutschen Gesellschaft für Psychologie. Friedrich-Alexander-Universität Erlangen-Nürnberg, Nürnberg, Deutschland.

Frenzel, C. A., Goetz, T., Pekrun, R., & Wartha, S. (2006, April). Antecedents and effects of teacher enjoyment and anger: Results from a quantitative research study. Paper presented at the American Educational Research Association annual meeting, San Francisco, CA.

Goetz, T., Frenzel, C. A., Hall, N C., & Pekrun, R. (2006, April). “Math scares me, but English is fun!” The domain specificity of academic emotional experiences. Paper presented at the American Educational Research Association annual meeting, San Francisco, CA.

Goetz, T., Frenzel, C. A., Pekrun, R., & Hall, N. C. (2006, April). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Paper presented at the American Educational Research Association annual meeting, San Francisco, CA.

Hall, N. C., Goetz, T., Haynes, T. L., Stupnisky, R. H., & Chipperfield, J. G. (2006, April). Self-regulation of primary and secondary control: Optimizing control striving in an academic achievement setting. Paper presented at the American Educational Research Association annual meeting, San Francisco, CA.

Pekrun, R., Goetz, T., Frenzel, A. C. & Perry, R. P. (2006, April). Control-Value Theory of academic emotions: How classroom and individual factors shape students’ affect. Paper presented at the American Educational Research Association annual meeting, San Francisco, CA.

Götz, T. (2006, Februar). Leistung und emotionales Erleben. Eingeladener Vortrag an der Abteilung Pädagogische Psychologie der Universität Ulm, Ulm, Deutschland.

Götz, T. (2006, Februar). Mehrebenenanalysen und ihr Einsatz in der empirischen Bildungsforschung. Eingeladener Vortrag am interdisziplinären Zentrum für Schulforschung und Lehrerbildung. Universität Bayreuth, Bayreuth, Deutschland.

Pekrun, R., & Goetz, T. (2005, August). Classroom environment, academic achievement, and students' emotions: Multi-level implications of control-value theory. Paper presented at the 11th biennial conference of the European Association for Research on Learning and Instruction, Nicosia, Cyprus.

Zirngibl, A., Pekrun, R., Goetz, T., Hofe, R. vom, Blum, W., & Perry, R. (2005, August). Girls and mathematics – A hopeless issue? An analysis of girls’ and boys’ emotional experiences in mathematics. Paper presented at the 11th biennial conference of the European Association for Research on Learning and Instruction, Nicosia, Cyprus.

Goetz, T., Zirngibl, A., Hall, N. C., & Pekrun, R. (2005, April). A hierarchical conceptualization of enjoyment in students. Paper presented at the American Educational Research Association annual meeting, Montreal, Canada.

Hall, N. C., Hladkyj, S., Goetz, T., Pekrun, R., & Perry, R. P. (2005, April). Errors, freezes, and crashes: How college students deal with computer problems through primary and secondary control. Paper presented at the American Educational Research Association annual meeting, Montreal, Canada.

Pekrun, R., Goetz, T., Zirngibl, & Perry, R. P. (2005, April). Academic emotions in students’ self-regulated learning and achievement: A program of quantitative and qualitative research. Paper presented at the American Educational Research Association annual meeting, Montreal, Canada.

Zirngibl, A., Pekrun, R., Goetz, T., & Perry, R. P. (2005, April). Girls and mathematics: An analysis of girls’ and boys’ emotions in mathematics. Paper presented at the American Educational Research Association annual meeting, Montreal, Canada.

Götz, T., Zirngibl, A., & Pekrun, R. (2005, März). Phänomenologie schulischer Langeweile. Vortrag im Rahmen eines von Thomas Götz und Anne Zirngibl geleiteten Symposiums; AEPF-Tagung, Freie Universität Berlin, Berlin, Deutschland.

Zirngibl, A., Götz, T., Pekrun, R., Hofe R. vom, & Kleine, M. (2005, März). Aufgabenspezifische Erfassung von Mathematikemotionen. Vortrag im Rahmen eines von Thomas Götz und Anne Zirngibl geleiteten Symposiums; AEPF-Tagung, Freie Universität Berlin, Berlin, Deutschland.

Pekrun, R., Goetz, T., Jullien, S., Zirngibl, A., Hofe, R. vom, & Perry, R.P. (2004, October). Emotions, motivation, and students’ academic achievement: Using structural equations modeling to analyze their dynamic interrelations. Paper presented at the International Conference on Motivation, Lisbon, Portugal.

Götz, T., Pekrun, R., Hofe, R. vom, Blum, W., & Zirngibl, A. (2004, September). Leistung und emotionales Erleben im Fach Mathematik: Längsschnittliche Mehrebenenanalysen. Vortrag beim 44. Kongress der Deutschen Gesellschaft für Psychologie, Göttingen, Deutschland.

Jullien, S., Pekrun, R., Hofe, R. vom, Blum, W., Götz, T., Kleine, M., … Zirngibl, A. (2004, September). Projekt zur Analyse der Leistungsentwicklung in Mathematik (PALMA) – Erste längsschnittliche Befunde. Poster präsentiert beim 44. Kongress der Deutschen Gesellschaft für Psychologie, Göttingen, Deutschland.

Pekrun, R., Götz, T., Jullien, S., Zirngibl, A., Hofe, R. vom, & Perry, P. R. (2004, September). Emotion, Motivation und Leistung von Schülerinnen und Schülern. Zusammenhangsanalysen anhand linearer Strukturgleichungsmodellierungen. Vortrag beim 44. Kongress der Deutschen Gesellschaft für Psychologie, Göttingen, Deutschland.

Zirngibl, A., Pekrun, R., & Götz, T. (2004, September). Mädchen und Mathematik – eine „hoffnungslose“ Angelegenheit? Analysen zum emotionalen Erleben von 5.-Klässlern im Fach Mathematik. Vortrag beim 44. Kongress der Deutschen Gesellschaft für Psychologie, Göttingen, Deutschland.

Goetz, T., Pekrun, R., & Hall, N. (2004, July). The big-fish-little-pond effect in the context oft emotional experiences. A longitudinal multilevel analysis perspective. Paper presented at the third international biennial SELF research conference. Max Planck Institute for Human Development, Berlin, Germany.

Hall, N. C., Perry, R. P, Pekrun, R., Goetz, T., & Chipperfield, J. G. (2004, July). Primary and secondary control in the classroom: Implications for academic development in college students. Paper presented at the third international biennial SELF research conference. Max Planck Institute for Human Development, Berlin, Germany.

Pekrun, R., Goetz, T., Jullien, S., Zirngibl, A., Hofe, R. vom, & Perry, R.P. (2004, July). Test anxiety, emotions, and academic achievement. Paper presented at the annual conference of the Stress and Anxiety Research Society, Amsterdam, the Netherlands.

Goetz, T., Heuthaler, M., Peschl, J., & Hall, N. C. (2004, May). Educating gifted students through socio-cognitive, existential interventions: A quantitative-qualitative program evaluation. Paper presented at the global conference on excellence in education and training, Singapore.

Goetz, T., Hladkyi, S., & Haag, L. (2004, April). Antecedents and Domain Specificity of Academic Emotions. Paper presented at the 2004 AERA Annual Meeting, San Diego, CA.

Pekrun, R., Goetz, T., Jullien, S., Zirngibl, C., Hofe, R. vom, & Perry, R. P. (2004, April). Emotions, self-regulated learning, and academic achievement: Testing a model of Reciprocal Causation. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Götz, T., & Pekrun, R. (2004, Januar). Emotionales Erleben und selbstreguliertes Lernen bei Schülerinnen und Schülern im Fach Mathematik. Vortrag beim Forschungskolloquium am Institut für Pädagogische Psychologie und Soziologie der Pädagogischen Hochschule Ludwigsburg, Ludwigsburg, Deutschland.

Götz, T., & Pekrun, R. (2003, Oktober). Lern-, Schul- und Lebensfreude von Schülern: Ein Bottom-Up-Modell subjektiven Wohlbefindens. Vortrag bei der AEPF-Tagung 2003 in Hamburg, Hamburg, Deutschland.

Götz, T., Pekrun, R., & Zirngibl, A. (2003, September). Die hierarchische Struktur domänenspezifischer Selbstkonzepte und Emotionen bei Schülern. Vortrag im Rahmen der von T. Götz und J. Klein-Heßling geleiteten Arbeitsgruppe „Schüleremotionen“ bei der 9. Fachtagung der Fachgruppe Pädagogische Psychologie in der Deutschen Gesellschaft für Psychologie, Bielefeld, Deutschland.

Goetz, T., Pekrun, R., & Zirngibl, A. (2003, August). The hierarchical structure of school students’ domain-specific self-concept and emotions. Paper presented at the 10th Biennial Conference of the European Association for Research on Learning and Instruction, Padova, Italy.

Pekrun, R., Goetz, T., Zirngibl, A., & Perry, R. P. (2003, August). Students’ emotions, self-regulated learning, and academic achievement: Testing a model of cognitive and motivational mediation. Paper presented at the 10th Biennial Conference of the European Association for Research on Learning and Instruction, Padova, Italy.

Zirngibl, A., Pekrun, R., Hofe, R. vom, Goetz, T., Kleine, M., & Jullien, S. (2003, August). PALMA – Project for the longitudinal analysis of mathematics achievement. First results of a longitudinal research project. Paper presented at the 10th Biennial Conference of the European Association for Research on Learning and Instruction in Padova, Italy.

Pekrun, R., Barrera, A., Goetz, T., Maier, M., & Perry, R. P. (2003, April). Control-value theory of academic emotions: Implications for the motivational determinants of students’ emotions in the domain of mathematics and statistics. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Pekrun, R., Goetz, T., Zirngibl, A., & Perry, R. P. (2003, April). Students’ academic emotions and their flow experiences, interest, motivation to learn, and engagement in academic tasks. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Goetz, T., & Pekrun, R. (2002, September). A social cognitive, control-value theory of academic emotions: Social antecedents of school student’s domain-related emotions and their impact on learning and achievement. Paper presented at the 8th Biennial Conference of the European Association for Research on Adolescence, Oxford, UK.

Götz, T., Titz, W., & Pekrun, R. (2002, September). Lern- und Leistungsemotionen bei Schülern: Domänenspezifität und Beziehungen zu selbstreguliertem Lernen. (Students’ achievement related emotions: domain specificity and relations to self-regulated learning). Vortrag beim 43. Kongress der Deutschen Gesellschaft für Psychologie, Humboldt-Universität zu Berlin, Berlin, Deutschland.

Pekrun, R., Götz, T., Zirngibl, A., & Perry, R. P. (2002, September). PISA-Längsschnittstudie Mathematik: Theoretische Konzeption und erste Befunde zu Schüleremotionen im Fach Mathematik (PISA longitudinal study on mathematics: Theoretical conceptualization and first results on students’ emotions in mathematics). Vortrag beim 43. Kongress der Deutschen Gesellschaft für Psychologie, Humboldt-Universität zu Berlin, Berlin, Deutschland.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002, July). Emotions in coping with academic challenges: Educational implications of the control-value theory of achievement emotions. Invited paper presented at the 25th International Congress of Applied Psychology (ICAP), Singapore.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002, April). A social cognitive, control-value theory of achievement emotions: Social antecedents and achievement effects of students’ domain-related emotions. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Götz, T., & Pekrun, R. (2002, Februar). Lern- und Leistungsemotionen bei Schülern. im Fach Mathematik. Vortrag im Rahmen des Institutskolloquiums der Universität Bielefeld, Bielefeld, Deutschland.

Götz, T., Titz, W., Hausner, M., & Pekrun, R. (2001, September). Lern- und Leistungsemotionen bei Schülern: Domänenspezifität und Beziehungen zu selbstreguliertem Lernen, schulischer Leistung und Unterrichtsvariablen (Students’ learning-related and achievement-related emotions: domain specificity and relations to self-regulated learning, academic achievement, and instructional variables). Referat auf der 8. Fachtagung Pädagogische Psychologie, Landau, Deutschland.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2001, August). Students’ academic emotions and the avoidance of effort. Paper presented at the biennial conference of the European Association for Research on Learning and Instruction, Fribourg, Switzerland.