Academic Emotions in Students’ Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research Reinhard Pekrun, Thomas Goetz, and Wolfram Titz Department of Psychology University of Munich, Germany Raymond P. Perry Department of Psychology University of Manitoba, Canada Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students’ enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cogni- tive-motivational model of the achievement effects of emotions, and of a control/value theory of their antecedents (Pekrun, 1992b, 2000), were tested in 7 cross-sectional, 3 longitudinal, and 1 diary study using samples of university and school students. Results showed that academic emo- tions are significantly related to students’ motivation, learning strategies, cognitive resources, self-regulation, and academic achievement, as well as to personality and classroom antecedents. The findings indicate that affective research in educational psychology should acknowledge emotional diversity in academic settings by addressing the full range of emotions experienced by students at school and university. In the following analysis, we present an overview of our re- search on students’ academic emotions. This research origi- nated through Reinhard Pekrun’s interests in students’ test anxiety and motivation, and Raymond Perry’s studies on aca- demic control and motivation (e.g., Pekrun, 1991, 1992a; Perry, 1991; Perry & Magnusson, 1989). Within the perspec- tive of test anxiety and motivation research, we have found that test anxiety has been researched extensively since the be- ginning of the 1950s (Mandler & Sarason, 1952) and even prior to that (cf. Stengel, 1936), whereas students’ academic emotions, other than anxiety, have been largely neglected. The only major exception is the attributional research on achievement emotions undertaken by Weiner (cf. Weiner, 1985). Based on innovative theorizing, this research has produced a sizable number of studies as well as consistent, cumulative empirical evidence on the cognitive antecedents of achievement-related emotions. Table 1 presents the results of a literature search of rele- vant studies. For the time span from 1974 to 1990, this search was originally published in Pekrun and Frese (1992) and was updated here for the decade of the 1990s, using the PsycINFO database. The search extends beyond the educational domain and includes any empirical studies linking the emotions listed in Table 1 to the topics of learning, test, performance, work, or achievement. It appears that test anxiety has continued to attract many researchers, whereas other achievement-related emotions have received much less attention. This pertains to negative emotions other than just anxiety, but even more so to positive achievement-related emotions. For example, whereas more than 1,000 studies have addressed achieve- ment-related anxiety to date, we were not able to locate more Requests for reprints should be sent to Reinhard Pekrun, Department of Psychology, University of Munich, Leopoldstrasse 13, 80802 Munich, Ger- many. E-mail: pekrun@edupsy.uni-muenchen.de First publ. in: Educational Psychologist 37 (2002), 2, pp. 91-106 Konstanzer Online-Publikations-System (KOPS) URL: http://nbn-resolving.de/urn:nbn:de:bsz:352-138856