Publications

PUBLICATIONS IN PEER-REVIEWED JOURNALS

• Barry, H., Stephens, E. J., & Oettingen, G. (under review). Positive fantasies about the future and academic outcomes: The moderating role of implicit theories of intelligence.
• Oettingen, G., Stephens, E. J., Mayer, D., & Brinkmann, B. (2010). Mental contrasting and the self-regulation of helping behaviors. Social Cognition, 28, 488-505.
• Pekrun, R. & Stephens, E. J. (2010). Achievement Emotions. A control-value approach. Social and Personality Psychology Compass, 4, 238-255.
• Pekrun, R., & Stephens, E. J.  (2009). Goals, emotions, and emotion regulation: Perspectives of the control-value theory. Human Development, 52, 357-365.
• Oettingen, G., Mayer, D., Sevincer, T. A., Stephens, E. J., Pak, H., & Hagenah, M. (2009). Mental Contrasting and Goal Commitment: The Mediating Role of Energization. Personality and Social Psychology Bulletin, 35, 608 - 622.

CONTRIBUTIONS TO EDITED BOOKS

• Pekrun, R., & Stephens, E. J. (under review). Academic emotions. In T. Urdan (Ed.), APA Educational psychology handbook: Vol. 2.
• Frenzel, A. C., & Stephens, E. J. (under review). Emotion. In T. Götz (Ed.), Emotion, Motivation und Selbstreguliertes Lernen in der Schule (UTB-Lehrbuchreihe Pädagogische Psychologie).
• Pekrun, R., & Stephens, E. J.  (2010). Achievement emotions in higher education. In J. C. Smart (Ed.), Higher education: Handbook of theory and research: Vol. 25 (pp. 257-306). New York: Agathon Press.
• 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 emotion research: The impact on teachers’ lives (pp. 129-151). New York: Springer.
• Oettingen, G. & Stephens, E. J. (2009). Fantasies and motivationally intelligent goal setting. In G. B. Moskowitz & H. Grant (Eds.), The psychology of goals (pp. 153-178). New York: The Guilford Press.

PRESENTATIONS

• Stephens, E. J., & Pekrun, R. (2011, April). The functional relevance of discrete emotions for achievement goal adoption, appraisals, and performance.  In R. Pekrun & L. Linnenbrink-Garcia (Chairs), The Functional Relevance of Emotions for Students’ Engagement and Performance. Symposium conducted at the annual meeting of the American Educational Research Association, New Orleans, Louisiana, USA.
• Stephens, E. J. & Pekrun, R. (2011, January). Affective antecedents of achievement goals: Effects of anger, fear, and enjoyment on achievement goal adoption. In K. S. Corker (Chair), Development and hierarchical structures of achievement goals: Advances in theory and research. Symposium conducted at the 12th annual meeting f the Society for Personality and Social Psychology, San Antonio, Texas, USA.
• Stephens, E. J., & Pekrun, R. (2010, May). Anticipated Emotions as Antecedents of Achievement Goals. Poster session presented at the annual meeting of the American Educational Research Association, Denver, Colorado, USA.
• Stephens, E. J., & Pekrun, R. (2009, September). Anticipated Achievement Emotions as Antecedents of Achievement Goals. Poster presented at the 12th annual conference of Educational Psychology of the German Psychological Society, Saarbrücken, Germany.
• Stephens, E. J., Werner, M., Oettingen, G., & Pekrun, R. (2009, February). Antecedents of Achievement Emotions: The Role of Implicit Theories of Intelligence and Domain- Specific Competence Beliefs. Poster presented at the 10th annual meeting of the Society for Personality and Social Psychology, Tampa, Florida, USA.
• Stephens, E. J., & Oettingen, G. (2007, August). When mental contrasting makes sense: Self- regulatory strategies to help children embrace school. Presentation given at the Konstanz Summer School 2007 ‘Limits of Intentionality’. Konstanz, Germany.
• Stephens, E. J., & Oettingen, G. (2006, September). Mental contrasting future thoughts with present reality: Self-regulation strategies aimed at students’ “Bildungsgang”. Poster presented at the Graduiertenkolleg Bildungsgangforschung DFG (German Research Foundation) Berichtskolloquium, University of Hamburg.