Publications

• Monographs and edited Volumes
• Journal Articles, Periodicals (peer-reviewed)
• Chapters
• Symposia and invites Adresses
• Conference Presentations

Monographs and edited Volumes

• Pekrun, R., & Linnenbrink-Garcia, R. (Eds.). (volume under contract). Handbook of emotions and education.  New York: Francis & Taylor / Routledge.
• Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement [Special issue]. Contemporary Educational Psychology, 36(1).
• Schutz, P. A., & Pekrun, R. (Eds.). (2010). Emotion in education [Chinese edition]. Shanghai, China: East China Normal University Press.
• Frey, A., Taskinen, P., Schütte, K., Prenzel, M., Artelt, C., Baumert, J., Blum, W., Hammann, M., Klieme, E., & Pekrun, R. (Eds.). (2009). PISA 2006 Skalenhandbuch. Dokumentation der Erhebungsinstrumente [PISA 2006 handbook of scales. Documentation of assessment instruments]. Münster: Waxmann.
• Hofe, R. vom, Blum, W., & Pekrun, R. (Eds.). (2008). PALMA - Mathematik heute, Band 2, Kompetenzorientierte Aufgaben mit Kommentaren [PALMA – Mathematics today, volume 2, competence-oriented tasks with commentaries]. Braunschweig, Germany: Schrödel.
• Prenzel, M., Artelt, C., Baumert, J., Blum, W., Hammann, M., Klieme, E. & Pekrun, R. (Eds.). (2008). PISA 2006 in Deutschland. Die Kompetenzen der Jugendlichen im dritten Ländervergleich [PISA 2006 in Germany. Adolescents’ competencies in the third national comparative analysis]. Münster, Germany: Waxmann.
• Prenzel, M., Artelt, C., Baumert, J., Blum, W., Hammann, M., Klieme, E. & Pekrun, R. (Eds.).(2007). PISA 2006. Die Ergebnisse der dritten internationalen Vergleichsstudie [PISA 2006. Findings of the third international assessment]. Münster, Germany: Waxmann.
• Hofe, R. vom, Blum, W., & Pekrun, R. (Eds.). (2007). Mathematik heute. Kompetenzorientierte Aufgaben mit Kommentaren [Mathematics today. Competence-oriented tasks, with commentaries] (Vol. 1). Hannover: Schrödel.
• Schutz, P. A., & Pekrun, R. (Eds.). (2007). Emotion in education. San Diego, CA: Academic Press.
• Prenzel, M., Baumert, J., Blum, W., Lehmann, R., Leutner, D., Neubrand, M., Pekrun, R., Rolff, H.-G., Rost, J.. & Schiefele, U. (Eds.). (2006). PISA 2003. Untersuchungen zur Kompetenzentwicklung im Verlauf eines Schuljahres [PISA 2003. Analysis of competence development over one school year]. Münster, Germany: Waxmann.
• Ramm, G., Prenzel, M., Baumert, J., Blum, W., Lehmann, R., Leutner, D., Neubrand, M., Pekrun, R., Rolff, H.-G., Rost, J., & Schiefele, U. (Eds.). (2006). PISA 2003. Dokumentation der Erhebungsinstrumente [PISA 2003. Documentation of assessment instruments]. Münster: Waxmann.
• Prenzel, M., Baumert, J., Blum, W., Lehmann, R., Leutner, D., Neubrand, M., Pekrun, R., Rost, J., & Schiefele, U. (Eds.). (2005). PISA 2003. Der Bildungsstand der Jugendlichen in Deutschland - Ergebnisse des zweiten nationalen Ländervergleichs [PISA 2003. Educational attainment of German adolescents – findings of the second national comparative analysis]. Münster, Germany: Waxmann.
• Pekrun, R., Goetz, T., & Perry, R.P. (2005). Academic Emotions Questionnaire (AEQ).  User’s manual. Department of Psychology, University of Munich.
• Prenzel, M., Baumert, J., Blum, W., Lehmann, R., Leutner, D., Neubrand, M., Pekrun, R., Rolff, H.-G., Rost, J., & Schiefele, U. (Eds.). (2004). PISA 2003. Der Bildungsstand der Jugendlichen in Deutschland - Ergebnisse des zweiten internationalen Vergleichs [PISA 2003. Educational attainment of German adolescents – Findings of the second international comparison]. Münster, Germany: Waxmann.
• Stöber, J., & Pekrun, R. (Eds.). (2004). Advances in test anxiety research Special issue. Anxiety, Stress and Coping, 17(3).
• Walper, S., & Pekrun, R. (Eds.). (2001). Familie und Entwicklung: Perspektiven der Familienpsychologie [Families and human development]. Göttingen: Hogrefe.
• Jerusalem, M., & Pekrun, R. (Eds.). (1999). Emotion, Motivation und Leistung [Emotion, motivation and achievement]. Göttingen: Hogrefe.
• Pekrun, R. (Ed.). (1993). Lernmotivation [Motivation to learn]. [Special issue]). Zeitschrift für Pädagogische Psychologie, 7 (2/3).
• Pekrun, R., & Fend, H. (Eds.). (1991). Schule und Persönlichkeitsentwicklung. Ein Resümee der Längsschnittforschung [Schools and personality development: A résumé of longitudinal research]. Stuttgart: Enke.
• Pekrun, R. (1988). Emotion, Motivation und Persönlichkeit [Emotion, motivation and personality]. München/Weinheim: Psychologie Verlags Union.
• Pekrun, R. (1983). Schulische Persönlichkeitsentwicklung. Theoretische Überlegungen und empirische Erhebungen zur Persönlichkeitsentwicklung von Schülern der 5. bis 10. Klassenstufe [Personality development at school: Theoretical models and empirical studies on students’ personality development from grades 5 to 10]. Frankfurt a.M.: Lang.

Journal Articles, Periodicals (peer-reviewed)

• Murayama, K., Pekrun, R., Lichtenfeld, S., & vom Hofe, R. (accepted for publication). Predicting long-term growth in adolescents’ mathematics achievement: The unique contributions of motivation and cognitive strategies. Child Development.
• D’Mello, S., Lehman, B., Pekrun, R., & Graesser, A. (in press). Confusion can be beneficial for learning. Learning and Instruction.
• Frenzel, A. C., Pekrun, R., Dicke, A. L., & Goetz, T. (in press). Decline of academic interest in adolescence—artifact or real? A study on the nature of change. Developmental Psychology.
• 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, 235-234.
• Lichtenfeld, S., Elliot, A. J., Maier, M. A., & Pekrun, R. (2012). Fertile green: Green facilitates creative performance. Personality and Social Psychology Bulletin, 38, 784-797.
• Lichtenfeld, S., Pekrun, R., Stupnisky, R. H., Reiss, K., & Murayama, K. (2012). Measuring students’ emotions in the early years: The Achievement Emotions Questionnaire–Elementary School (AEQ-ES). Learning and Individual Differences, 22, 190-201.
• Schukajlow, S, Leiss, D., Müller, M., Blum, W., Pekrun, R., & Messner, R. (2012). Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations. Educational Studies in Mathematics, 79, 215-237.
• Kuhbandner, C., Lichtenfeld, S., & Pekrun, R. (2011). Always look on the broad side of life: The role of affect in iconic memory. Emotion, 11, 958-964.
• Kunter, M., Frenzel, A. C., Nagy, G., Baumert, J., & Pekrun, R. (2011). Teacher enthusiasm: Dimensionality and context specificity. Contemporary Educational Psychology.  36, 289-301.
• 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, 25-35.
• Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 x 2 achievement goal model. Journal of Educational Psychology, 103, 632-648.
• Kuhbandner, C., Spitzer, B., & Pekrun, R. (2011). Read-out of emotional information from sensory memory: The longevity of threatening stimuli. Psychological Science, 22, 695-700.
• 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, 36-48.
• 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.
• Kuhbandner, C., Pekrun, R. & Maier, M. A. (2010). The role of positive and negative affect in the “mirroring” of other persons’ actions. Cognition and Emotion, 24, 1182-1190.
• Leiss, D., Schukajlow, S., Blum, W., Messner, R., & Pekrun, R. (2010). The role of the situation model in mathematical modelling – task analyses, student competencies, and teacher interventions. Journal für Mathematikdidaktik, 31, 119-141.
• Lichtenfeld, S., & Pekrun, R. (2010). Angst bei Grundschulkindern [Anxiety in elementary school children]. Sache, Wort, Zahl, 112, 4-8.
• Obersteiner, A., Dresler, T., Reiss, K., Vogel, A. C. M., Pekrun, R., & Fallgatter, A. J. (2010). Bringing brain imaging to the school to assess arithmetic problem solving: Chances and limitations in combining educational and neuroscientific research. ZDM – The International Journal on Mathematics Education, 42, 541-554.
• Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102, 531-549.
• Pekrun, R., & Stephens, E. J. (2010). Achievement emotions: A control-value approach. Social and Personality Psychology Compass, 4, 238-255.
• Daniels,  L. M., Stupnisky, R. H., Pekrun, R., Haynes, T. L., Perry, R. P., & Newall, N. E. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101, 948-963.
• Dresler, T., Obersteiner, A., Schecklmann, M., Vogel, A. C. M., Ehlis, A.-C., Richter, M. M. Plichta, M. M., Reiss, K., Pekrun, R., & Fallgatter, A. J. (2009). Arithmetical tasks presented in different formats and their influence on behavior and brain oxygenation as assessed with near-infrared spectroscopy (NIRS): A study involving primary and secondary school children. Journal of Neural Transmission, 116, 1689-1700.
• Elliot, A. J., Maier, M. A., Binser, M. J., Friedman, R., & Pekrun, R. (2009). The effect of red on avoidance behavior in achievement contexts. Personality and Social Psychology Bulletin, 35, 365-375.
• Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101, 705-716.
• Kuhbandner, C., Hanslmayr, S., Maier, M. A., Pekrun, R., Spitzer, B. J., Pastötter, B., & Bäuml, K.-H. (2009). Effects of mood on the speed of conscious perception: Behavioral and electrophysiological evidence. Social Cognitive and Affective Neuroscience, 4, 286-293.
• Kuhbander, C., Pekrun, R., Müller, H.J., & Zehetleitner, M. (2009). Positive affect in the additional singletons paradigm: Initial global dimensional attention mode and intact top-down control. Perception, 38, ECVP Abstract Supplement, 20.
• Lichtenfeld, S., Maier, M. A., Elliot, A. J., & Pekrun, R. (2009). The semantic red effect: Processing the word red undermines intellectual performance. Journal of Experimental Social Psychology, 45, 1273-1276.
• Maier, M. A., Barchfeld, P., Elliot, A. J., & Pekrun, R. (2009). Context-specificity of implicit preferences: The case of human preference for red. Emotion, 5, 734-738.
• Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101, 115-135.
• Pekrun, R., & Stephens, E. J. (2009). Goals, emotions, and emotion regulation: Perspectives of the control-value theory of achievement emotions. Human Development, 52, 357-365. 
• Richter, M. M., Zierhut, K. C., Dresler, T., Plichta, M. M., Ehlis, A. C., Reiss, K., Pekrun, R., & Fallgatter, A. (2009). Changes in cortical blood oxygenation during arithmetical tasks measured by near-infrared spectroscopy. Journal of Neural Transmission, 116, 267-273.
• Schukajlow, S., Blum, W., Messner, R., Pekrun, R., Leiss, D., Müller, M. (2009). Unterrichtsformen, erlebte Selbständigkeit, Emotionen und Anstrengung als Prädiktoren von Schülerleistungen bei anspruchsvollen mathematischen Modellierungsaufgaben [Classroom instruction, perceived self-regulation, emotions, and effort as predictors of students’ performance on challenging mathematical modelling tasks]. Unterrichtswissenschaft, 37, 164-185.
• Daniels, L., Haynes, T., Stupnisky, R., Perry, R. P., & Newall, N., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584-608.
• Goetz, T., Frenzel, A. C., 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.
• 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, 146-159.
• Ruthig, J. C., Perry, R. P., Hladkyj, S., Hall, N. C., Pekrun, R., & Chipperfield, J. G. (2008). Perceived control and emotions: Interactive effects on performance in achievement settings. Social Psychology of Education, 11, 161-180.
• Frenzel, A. C., Pekrun, R., Goetz, T. (2007). Perceived learning environments and students' emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction, 17, 478-493.
• 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, 497-514.
• 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, 302-309.
• Goetz, T., Frenzel, A. C., & Pekrun, R. (2007). Regulation von Langeweile im Unterricht. Was Schülerinnen und Schüler bei der „Windstille der Seele“ (nicht) tun [Regulation of boredom during classroom instruction]. Unterrichtswissenschaft, 35, 312-333.
• 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, 715-733.
• 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.
• Maier, M. A., Berner, M. P., Hau, R. C., & Pekrun, R. (2007). Priming the trait category hostility: the moderating role of trait anxiety. Cognition and Emotion, 21, 577-595.
• Reiss, K., Heinze, A., & Pekrun, R. (2007). Mathematische Kompetenzen und ihre Entwicklung in der Grundschule [Development of mathematical competencies in elementary school]. Zeitschrift für Erziehungswissenschaft. 10, 107-127.
• Frenzel, A. C., Jullien, S., & Pekrun, R. (2006). „Thomas hat 60 Euro gespart...“ oder „1/4x + 60 = x”: Freude und Angst beim Bearbeiten von Text- und Rechenaufgaben [„Thomas saved 60 Euros ...“ or „1/4x + 60 = x“: Enjoyment and anxiety when solving word and arithmetic problems in mathematics]. Mathematik Lehren, 52, 57-59.
• Goetz, T., Frenzel, A. C., Pekrun, R., & Hall, N. C. (2006). The domain specificity of academic emotional experiences. Journal of Experimental Education, 75, 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.
• Goetz, T., Pekrun, R., Hall, N., & Haag, L. (2006). Academic emotions from a socio-cognitive perspective: Antecedents and domain specificity of students’ affect in the context of Latin instruction. British Journal of Educational Psychology, 76, 289-308.
• Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341.
• Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583-597.
• Hofe, R. vom, Kleine, M., Blum, W., & Pekrun, R. (2005). On the role of “Grundvorstellungen” for the development of mathematical literacy – first results of the longitudinal study PALMA. Mediterranean Journal for Research in Mathematics Education, 4, 67-84.
• Kleine, M., Goetz, T., Pekrun, R. & Hall, N. (2005). The structure of students' emotions experienced during a mathematical achievement test. International Reviews on Mathematical Education, 37, 221-225.
• Maier, M. A., Bernier, A., Pekrun, R., Zimmermann, P., Strasser, K., & Grossmann, K. E. (2005). Attachment state of mind and perceptual processing of emotional stimuli. Attachment and Human Development, 7, 67-81.
• Pekrun, R. (2005). Progress and open problems in educational emotion research. Learning and Instruction, 15, 497-506.
• Perry, R. P., Hladkyj, S., Pekrun, R. H., Clifton, R. A., & Chipperfield, J. G. (2005). Perceived academic control and failure in college students: A three-year study of scholastic attainment. Research in Higher Education, 46, 535-569.
• Goetz, T., Kleine, M., Pekrun, R., vom Hofe, R., Blum, W., Zirngibl, A., & Jullien, S. (2004). Leistung und emotionales Erleben im Fach Mathematik: Längsschnittliche Mehrebenenanalysen [Achievement and emotions in mathematics: Longitudinal multi-level analysis]. Zeitschrift für Pädagogische Psychologie, 18, 174-183.
• Maier, M.A., Bernier, A., Pekrun, R., Zimmermann, P., & Grossmann, K. E. (2004). Attachment working models as unconscious structures: An experimental test. International Journal of Behavioral Development, 28, 180-189.
• Meinhardt, J., Pollatos, O., & Pekrun, R. (2004). Affective modulation of task-related processing resources. Psychophysiology, 41, 20.
• Meinhardt, J., Sauerbrey, M., Döhnel, K., Falk, G., & Pekrun, R. (2004). Interaction between task- and emotion-related processing resources. Journal of Psychophysiology, 18, 203.
• Pekrun, R., Goetz, T., Perry, R.P., Kramer, K., & Hochstadt, M. (2004). Beyond test anxiety: Development and validation of the Test Emotions Questionnaire (TEQ). Anxiety, Stress and Coping, 17, 287-316.
• Maier, M. A., Berner, M. P., & Pekrun, R. (2003). Directionality of affective priming: Effects of trait anxiety and activation level. Experimental Psychology, 50, 116-123.
• Meinhardt, J., Döhnel, K., Falk, G., & Pekrun, R. (2003). Emotional impact on dual-task performance and problem solving: Effect on cognitive capacity. Journal of Psychophysiology, 17, 166.
• Meinhardt, J., & Pekrun, R. (2003). Attentional resource allocation to emotional events: An ERP study. Cognition and Emotion, 17, 477-500.
• Pekrun, R. (2002). Vergleichende Evaluationsstudien zu Schülerleistungen: Konsequenzen für die Bildungsforschung [Large-scale assessment of student achievement: Implications for educational research]. Zeitschrift für Pädagogik, 48, 111-128.
• Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91-106.
• Spangler, G., Pekrun, R., Kramer, K., & Hofmann, H. (2002). Students' emotions, physiological reactions, and coping in academic exams.  Anxiety, Stress and Coping, 15, 383-400.
• Maier, M. A., & Pekrun, R. (2001). Leistungsstress bei Jugendlichen [Achievement stress in adolescence]. Kindheit und Entwicklung, 10, 143-147.
• Perry, R. P., Hladkyi, S., Pekrun, R., & Pelletier, S. (2001). Academic control and action control in college students: A longitudinal study of self-regulation. Journal of Educational Psychology, 93, 776-789.
• Pekrun, R., & Titz, W. (2000). Hilft Angst beim Lernen? Leistungsemotionen in Schule und Studium [Does anxiety facilitate learning? Achievement emotions at school and university]. Blick in die Wissenschaft, 12, 56-66.
• Pekrun, R. (1999). Sozialisation von Leistungsemotionen [Socialization of achievement emotions]. Zeitschrift für Sozialisationsforschung und Erziehungssoziologie, 19, 20-34.
• Pekrun, R. (1998). Schüleremotionen und ihre Förderung: Ein blinder Fleck der Unterrichtsforschung [Students’ emotions: A neglected topic of research on classroom instruction]. Psychologie in Erziehung und Unterricht, 45, 230-248.
• Pekrun, R. (1996). Emotionspsychologie ohne Emotionen? Wider kognitivistische Verkürzungen einer Psychologie menschlicher Gefühle [Psychology of emotions - without emotions? Against cognitivistic reductionism in the psychology of human feelings]. Ethik und Sozialwissenschaften, 7, 326-331.
• Pekrun, R. (1993). Facets of students' academic motivation: A longitudinal expectancy-value approach. In M. Maehr & P. Pintrich (Eds.), Advances in Motivation and Achievement (Vol. 8, pp. 139-189). Greenwich, CT: JAI Press.
• Pekrun, R. (1993). Entwicklung von schulischer Aufgabenmotivation in der Sekundarstufe: Ein erwartungs-wert-theoretischer Ansatz [Development of motivation to learn in secondary school: An expectancy-value approach]. Zeitschrift für Pädagogische Psychologie, 7, 87-97.
• Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. Applied Psychology: An International Review, 41, 359-376. 
• Pekrun, R. (1992). Kognition und Emotion in studienbezogenen Lern- und Leistungssituationen: Explorative Analysen [Achievement-related cognition and emotion in higher education: An exploratory analysis]. Unterrichtswissenschaft, 20, 308-324.  
• Pekrun, R., & Frese, M. (1992). Emotions in work and achievement. In C.L. Cooper & I.T. Robertson (Eds.), International Review of Industrial and Organizational Psychology (Vol. 7, pp. 153-200). Chichester, UK: Wiley.
• Pekrun, R. (1991). Prüfungsangst und Schulleistung: Eine Längsschnittanalyse [Test anxiety and academic achievement: A longitudinal analysis]. Zeitschrift für Pädagogische Psychologie, 5, 99-109.
• Pekrun, R. (1988). Anxiety and motivation in achievement settings: Towards a systems-theoretical approach. International Journal of Educational Research, 12, 307-323.
• Bruhn, H., & Pekrun, R. (1987). Die Münchener Musikwahrnehmungs-Skalen (MMWS):  Konzeption und erste Erfahrungen [The Munich Music Perception Scales: Theoretical conception and empirical findings]. Musiktherapeutische Umschau, 8, 268-273.
• Pekrun, R. (1985). Classroom climate and test anxiety: Developmental validity of expectancy-value theory of anxiety. In R. Schwarzer, C. D. Spielberger, & H. M. van der Ploeg (Eds.), Advances in Test Anxiety Research (Vol. 4, pp. 147-158). Lisse, The Netherlands: Swets & Zeitlinger.
• Pekrun, R. (1985). Schulischer Unterricht, schulische Bewertungsprozesse und Selbstkonzept-entwicklung [Classroom instruction, evaluation of achievement, and the development of students’ self-concepts]. Unterrichtswissenschaft, 13, 220-248.
• Pekrun, R. (1984). An expectancy-value model of anxiety. In R. Schwarzer, C. D. Spielberger, & H. M. van der Ploeg (Eds.), Advances in Test Anxiety Research (Vol. 3, pp. 53-72). Lisse, The Netherlands: Swets & Zeitlinger.

Chapters

• Bembenutty, H., & Pekrun, R. (under revision). An interview with Reinhard Pekrun. In H. Bembenutty (Ed.), Contemporary pioneers in educational psychology: Theory, research, and applications. Charlotte, NC: Information Age Publishing.
• Kim, C., & Pekrun, R. (in press). Emotions and motivation in learning and performance. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.). Handbook of research on educational communications and technology (4th edition). New York: Springer.
• Pekrun, R. (in press). Emotion regulation. In N. Seel (Ed.), Encyclopedia of the Sciences of Learning. New York: Springer.
• Pekrun, R. (in press). Emotions: Functions and effects on learning. In N. Seel (Ed.), Encyclopedia of the Sciences of Learning. New York: Springer.
• Krämer, J., Schukajlow, S., Blum W., Messner, R. & Pekrun, R. (2012). Strategische Unterstützung von Lernenden in einem "methoden-integrativen" Unterricht mit Modellierungsaufgaben [Supporting learners in mathematics instruction using modeling tasks and integrating instructional methods]. In: R. Haug & L. Holzäpfel (Eds.), Beiträge zum Mathematikunterricht 2011. Münster: WTM Verlag.
• Pekrun, R. (2012). Emotions as drivers of learning and cognitive development. In R. A. Calvo & S. K. D'Mello (Eds.). New perspectives on affect and learning technologies (Explorations in the learning sciences, instructional systems and performance technologies, Vol. 3, pp. 23-39). New York: Springer.
• Pekrun, R., & Linnenbink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 259-282). New York: Springer.
• Pekrun, R. (2011). Emotion, Motivation, Selbstregulation: Gemeinsame Prinzipien und offene Fragen [Emotion, motivation, self-regulation: common principles and open problems]. In T. Goetz (Ed.), Emotion, Motivation und Selbstregulation. Stuttgart: UTB.
• Pekrun, R., & Stephens, E. J. (2011). Academic emotions. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook (Vol. 2). Washington, DC: American Psychological Association.
• Kuhbandner, C., & Pekrun, R. (2010). Emotion und Gedächtnis [Emotion and memory]. In H.-P. Trolldenier, W. Lenhart & P. Marx (Eds.), Brennpunkte der Gedächtnisforschung: Entwicklungs- und pädagogisch-psychologische Perspektiven (pp. 35-51). Göttigen: Hogrefe.
• Pekrun, R., Goetz, T., & Frenzel, A. C. (2010). Bildungspsychologie des Sekundärbereichs [Educational psychology of secondary school]. In C. Spiel, B. Schober, P. Wagner, & R. Reimann (Eds.), Bildungspsychologie (pp. 111-130). Göttingen, Germany: Hogrefe.
• Pekrun, R., & Stephens, S. J. (2010). Achievement emotions in higher education. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (vol. 25, pp. 257). New York: Springer. 
• Frenzel, A. C., Goetz, T., & Pekrun, R. (2009). Emotionen [Emotions]. In E. Wild & J. Moller (Eds.), Pädagogische Psychologie (pp. 205-231). Heidelberg, Germany: Springer.
• Goetz, T., Frenzel, A. C., & Pekrun, R. (2009). Psychologische Bildungsforschung [Psychological research on education] (pp. 71-91). In R. Tippelt (Ed.), Handbuch Bildungsforschung (2nd revised edition). Wiesbaden, Germany: VS Verlag für Sozialwissenschaften.
• Pekrun, R. (2009). Global and local perspectives on human affect: Implications of the control-value theory of achievement emotions. In M. Wosnitza, S. A. Karabenick, A. Efklides, & P. Nenniger (Eds.), Contemporary motivation research: From global to local perspectives (pp. 97-115). Toronto, Canada: Hogrefe.
• Pekrun, R. (2009). Emotions at school. In K. R. Wentzel & A. Wigfield (Eds.), Handbook on motivation at school (pp. 575-604). New York: Routledge.
• Pekrun, R., & Frenzel, A. C. (2009). Persönlichkeit und Emotion [Personality and emotion]. In V. Brandstätter & J. Otto (Eds.), Handbuch der Allgemeinen Psychologie – Motivation und Emotion (pp. 686-696). Göttingen, Germany: Hogrefe.
• Frenzel, A. C., Goetz, T., & Pekrun, R. (2008). Ursachen und Wirkungen von Lehreremotionen [Antecedents and effects of teacher emotions]. In M. Gläser-Zikuda & J. Seifried (Hrsg.), Analyse und Förderung von Lehrerexpertise (pp. 187-209). Münster, Germany: Waxmann.
• Frenzel, A. C., Goetz, T., & Pekrun, R. (2008). Kontroll-Wert-Modell der Prüfungsangst [Expectancy-value model of test anxiety]. In J. Zumbach & H. Mandl (Eds.), Pädagogische Psychologie in Theorie und Praxis. Ein fallbasiertes Lehrbuch (pp. 275-284). Göttingen, Germany: Hogrefe.
• Goetz, T., Frenzel, A. C., & Pekrun, R. (2008). Emotionale Intelligenz beim Lernen [Emotional intelligence and learning]. In J. Zumbach & H. Mandl (Eds.), Pädagogische Psychologie in Theorie und Praxis. Ein fallbasiertes Lehrbuch (pp. 255-263). Göttingen, Germany: Hogrefe.
• Goetz, T., Frenzel, A., & Pekrun, R. (2008). Sozialklima in der Schule [Social climate in schools]. In W. Schneider & M. Hasselhorn (Eds.), Handbuch der Pädagogischen Psychologie (pp. 503-514). Göttingen, Germany: Hogrefe.
• Pekrun, R. (2008). Student emotions. In E. Anderman & L. H. Anderman (Eds.), Psychology of classroom learning: An encyclopedia. Farmington Hills, MI: Cengage Learning.
• Elliot, A. J., & Pekrun, R. (2007). Emotion in the hierarchical model of approach-avoidance of achievement motivation. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 57-73). San Diego, CA: Academic Press.
• Goetz, T., Frenzel, A. C., & Pekrun, R. (2007). Emotionstrainings [Emotion-oriented training]. In J. Zumbach & H. Mandl (Eds.), Fallbuch Pädagogische Psychologie - Lehr- und Lernpsychologie (pp. 255-264). Göttingen, Germany: Hogrefe.
• Pekrun, R. (2007). Emotions in students’ scholastic development. In R. P. Perry & J. C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 553-610). New York: Springer.
• Pekrun, R., Frenzel, A., Goetz, 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, CA: Academic Press.
• Pekrun, R., vom Hofe, R., 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 (pp. 17-37). Münster, Germany: Waxmann.
• Pekrun, R., vom Hofe, R., Blum, W., Goetz, T., Wartha, S., Frenzel, A., & Jullien, S. (2007). Projekt zur Analyse der Leistungsentwicklung in Mathematik (PALMA): Entwicklungsverläufe, Schülervoraussetzungen und Kontextbedingungen von Mathematikleistungen in der Sekundarstufe I [Project for the Analysis of Learning and Achievement in Mathematics (PALMA): Development, individual antecedents and contextual determinants of secondary school students’ achievement in mathematics]. In M. Prenzel & L. Allolio-Näcke (Eds.), Untersuchungen zur Bildungsqualität von Schule. Abschlussbericht des DFG-Schwerpunktprogramms. Münster, Germany: Waxmann.
• Pekrun, R., & Schutz, P. A. (2007). Where do we go from here? Implications and future directions for inquiry on emotions in education. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 313-331). San Diego, CA: Academic Press.
• Schütte, K., Frenzel, A. C., Asseburg, R. & Pekrun, R. (2007). Schülermerkmale, naturwissenschaftliche Kompetenz und Berufserwartung [Student characteristics, science competence and occupational aspirations]. In M. Prenzel, C. Artelt, J. Baumert, W.  Blum, M. Hammann, E. Klieme, & R. Pekrun (Eds.), PISA 2006. Die Ergebnissse der dritten internationalen Vergleichsstudie (pp. 125-146). Münster, Germany: Waxmann.
• Frenzel, A. C., & Pekrun, R. (2006). Emotionale Voraussetzungen des Lernens [Emotional antecedents of learning]. In K.-H. Arnold, U. Sandfuchs, & J. Wiechmann, Handbuch Unterricht (pp. 579-583). Bad Heilbrunn, Germany: Klinkhardt.
• Frenzel, A. C., Pekrun, R., & Zimmer, K. (2006). Selbstvertrauen, Engagement und Lernverhalten in Mathematik [Self-confidence, engagement, and learning-related behavior in mathematics]. In PISA-Konsortium Deutschland (Ed.): PISA 2003. Untersuchungen zur Kompetenzentwicklung im Verlauf eines Schuljahres (pp. 195-208). Münster, Germany: Waxmann.
• Goetz, T., Frenzel, A., Pekrun, R., & Hall, N. (2006). 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.
• Pekrun, R. (2006). Research area 3: Students’ engagement in science. In Australian Council for Educational Research (Ed.), PISA 2006 contextual framework (pp. 41-56). Camberwell, Australia: Australian Council of Educational Research (ACER).
• Pekrun, R., & Goetz, T. (2006). Emotionsregulation: Vom Umgang mit Prüfungsangst [Emotional regulation: Coping with test anxiety). In H. Mandl & F. Friedrich (Eds.), Lernstrategien (pp. 248-258). Göttingen, Germany: Hogrefe.
• Wild, E., Hofer, M., & Pekrun, R. (2006). Psychologie des Lerners [The psychology of the learner]. In A. Krapp & B. Weidenmann (Eds.), Lehrbuch Pädagogische Psychologie (Textbook educational psychology, 4th completely revised edition; pp. 207-270). Weinheim, Germany: Beltz.
• Blum, W., vom Hofe, R., Jordan, A., Kleine, M., & Pekrun, R. (2005). Grundvorstellungen als empirische Kategorie für quantitative Studien [Basic mathematical ideas as an empirical category for quantitative studies]. In G. Graumann (Ed.), Beiträge zum Mathematikunterricht 2005 (pp. 103-106). Hildesheim, Germany: Franzbecker.
• Hofe, R. vom, Kleine, M., Blum, W., & Pekrun, R. (2005). Zur Entwicklung mathematischer Grundbildung in der Sekundarstufe I – theoretische, empirische und diagnostische Aspekte [The development of mathematical literacy in secondary school – theoretical, empirical and assessment issues]. In M. Hasselhorn, W. Schneider, & H. Marx (Eds.), Diagnostik von Mathematikleistungen. Tests und Trends. Jahrbuch der pädagogisch-psychologischen Diagnostik (Vol. 4, pp. 263-292). Göttingen, Germany: Hogrefe.
• Pekrun, R., Frenzel, A., Zimmer, K., & Lichtenfeld, S. (2005). Schülermerkmale im Ländervergleich [Comparison of student characteristics in the states of the German Federal Republic]. In PISA-Konsortium Deutschland (Eds.), PISA 2003: Der zweite Vergleich der Länder in Deutschland - was wissen und können Jugendliche? (pp. 147-155). Münster, Germany: Waxmann.
• Goetz, T., Zirngibl, A., & Pekrun, R. (2004). Lern- und Leistungsemotionen von Schülerinnen und Schülern [Students’ academic emotions].  In T. Hascher (Ed.), Schule positiv erleben (pp. 49-66). Bern, Switzerland: Haupt Verlag.
• Maier, M. A., & Pekrun, R. (2004). Identität [Identity]. In R.W. Keck, & U. Sandfuchs (Eds.), Wörterbuch Schulpädagogik. Bad Heilbrunn, Germany: Klinkhardt.
• Maier, M. A., & Pekrun, R. (2004). Selbstkonzept [Self-concept]. In R.W. Keck, & U. Sandfuchs (Eds.), Wörterbuch Schulpädagogik. Bad Heilbrunn, Germany: Klinkhardt.
• Pekrun, R., Goetz, R., vom Hofe, R., 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) [Emotions and achievement in mathematics: Aims and first results of the „Project for the Analysis of Learning and Achievement in Mathematics“ (PALMA)]. In M. Prenzel & J. Doll (Eds.): Studien zur Verbesserung der Bildungsqualität von Schule: Lehrerprofessionalisierung, Schülerförderung und Unterrichtsentwicklung. Münster, Germany: Waxmann.
• Pekrun, R., & Zirngibl, A. (2004). Schülermerkmale im Fach Mathematik [Student characteristics in the domain of mathematics]. In M. Prenzel, J. Baumert, W. Blum, R. Lehmann, D. Leutner, M. Neubrand, R. Pekrun, H.-G. Rolff, J. Rost, & U. Schiefele (Eds.), PISA 2003. Der Bildungsstand der Jugendlichen in Deutschland - Ergebnisse des zweiten internationalen Vergleichs (pp. 191-210). Münster, Germany: Waxmann.
• Pekrun, R., & Zirngibl, A. (2004). Mathematik im Elternhaus aus nationaler Perspective [Mathematics in the family from a national perspective]. In M. Prenzel, J. Baumert, W. Blum, R. Lehmann, D. Leutner, M. Neubrand, R. Pekrun, H.-G. Rolff, J. Rost, & U. Schiefele (Eds.), PISA 2003. Der Bildungsstand der Jugendlichen in Deutschland - Ergebnisse des zweiten internationalen Vergleichs (pp. 241-243). Münster, Germany: Waxmann.
• Goetz, T., Zirngibl, A., Hall, N., & Pekrun, R. (2003). Emotions, learning and achievement from an educational-psychological perspective. In P. Mayring, & C. v. Rhöneck (Eds.), Learning emotions (pp. 9-29). Berlin, Germany: Peter Lang. 
• Maier, M. A., & Pekrun, R. (2003). Emotionen im Kulturvergleich [Cross-cultural aspects of emotions]. In A. Thomas, & L. Eckensberger (Eds.), Kulturvergleichende Psychologie (pp. 281-307). Göttingen, Germany: Hogrefe.
• 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 [Project for the Longitudinal Analysis of Mathematics Achievement: Development of the Regensburg Mathematics Achievement Test for Grades 5-10]. 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, Germany: Beltz.
• Pekrun, R. (2002). Psychologische Bildungsforschung [Psychological research on education]. In R. Tippelt (Ed.), Handbuch  Bildungsforschung (pp. 61-79). Opladen, Germany: Leske & Budrich.
• Pekrun, R., Goetz, T., Titz, W., & Hofmann, H. (2002). Mythen in der Schulleistungs- und Jugendforschung: Möglichkeiten und Grenzen populationsorientierter Untersuchungen [Myths in research on adolescence and achievement: Strengths and limitations of population-based designs]. In H. Merkens, & J. Zinnecker (Eds.), Jahrbuch Jugendforschung 2/2002 (pp. 127-144). Opladen, Germany: 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. 149-174). Oxford, UK: Elsevier.
• Pekrun, R. (2001). Test anxiety and academic achievement. In N. Smelser & P. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (Vol. 23, pp. 15610-15614). Oxford, UK: Elsevier.
• Pekrun, R. (2001). Educational aspects of self-concepts. In N. Smelser & P. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (Vol. 20, pp. 13799-13803). Oxford, UK: Elsevier Science.
• Pekrun, R. (2001). Familie, Schule und Entwicklung [Family, school and development]. In R. Pekrun, & S. Walper (Eds.), Familie und Entwicklung: Perspektiven der Familienpsychologie (pp. 84-105). Göttingen, Germany: Hogrefe.
• Pintrich, P., Zusho, A., Schiefele, U., & Pekrun, R. (2001). Goal orientation and self-regulated learning in the college classroom: A cross-cultural comparison. In F. Salili, C. Y. Chiu, & Y. Y. Hong (Eds.), Student motivation: The culture and context of learning (pp. 149-169). New York: Plenum.
• Wild, E., Hofer, M., & Pekrun, R. (2001). Psychologie des Lerners [The psychology of the learner]. In A. Krapp, & B. Weidenmann (Eds.), Pädagogische Psychologie. Ein Lehrbuch (3rd completely revised edition, pp. 207-270).Weinheim, Germany: Beltz/Psychologie Verlags Union.
• Pekrun, R. (2000). A social cognitive, control-value theory of achievement emotions. In J. Heckhausen (Ed.), Motivational psychology of human development (pp. 143-163). Oxford, UK: Elsevier Science.
• Pekrun, R. (2000). Persönlichkeit und Emotion [Personality and emotion]. In J. H. Otto, H. A. Euler & H. Mandl (Eds.), Handbuch Emotionspsychologie. Weinheim, Germany: Beltz / Psychologie Verlags Union.
• Pekrun, R. (2000). Evaluation in der betrieblichen Weiterbildung [Evaluation in further education]. In C. Harteis, H. Heid, & S. Kraft (Eds.), Kompendium Weiterbildung - Aspekte und Perspektiven betrieblicher Personal- und Organisationsentwicklung (pp. 258-275). Opladen, Germany: Leske & Budrich.
• Hofmann, H., & Pekrun, R. (1999). Entwicklung diskreter Emotionen: Lern- und leistungsthematische Emotionen [Development of discrete emotions: Achievement emotions]. In W. Friedlmeier & M. Holodynski (Eds.), Emotionale Entwicklung (pp. 114-134). Heidelberg, Germany: Spektrum.
• Pekrun, R., & Hofmann, H. (1999). Lern- und Leistungsemotionen: Erste Befunde eines Forschungsprogramms [Emotions relating to learning and achievement: First results of a program of research]. In R. Pekrun & M. Jerusalem (Eds.), Emotion, Motivation und Leistung (pp. 247-267). Göttingen, Germany: Hogrefe.
• Spangler, G., & Pekrun, R. (1999). Elternverhalten, Erziehungsstile, Konsequenzen [Parental behavior, rearing styles, and implications]. In Deutscher Familienverband (Ed.), Handbuch Elternbildung (Vol. 1, pp. 591-605). Opladen, Germany: Leske & Budrich.
• Kraiker, C., & Pekrun, R. (1998). Intervention bei Emotionsstörungen [Intervention in emotional disorders]. In U. Baumann, & M. Perrez (Eds.), Lehrbuch Klinische Psychologie - Psychotherapie (2nd completely revised edition; pp. 687-696). Bern, Switzerland: Huber. 
• Kraiker, C., & Pekrun, R. (1998). Intervention bei Motivationsstörungen [Intervention in motivational disorders]. In U. Baumann, & M. Perrez (Eds.), Lehrbuch Klinische Psychologie - Psychotherapie (2nd, completely revised edition; pp. 717-727). Bern, Switzerland: Huber.
• Pekrun, R. (1998). Emotionsstörungen: Klassifikation und Diagnostik; Ätiologie/ Bedingungsanalyse [Emotional disorders: classification, assessment and etiology]. In U. Baumann & M. Perrez (Eds.), Lehrbuch Klinische Psychologie - Psychotherapie (2nd completely revised edition; pp. 667-685). Bern, Switzerland: Huber.
• Pekrun, R. (1998). Motivationsstörungen: Klassifikation und Diagnostik; Ätiologie/Bedingungs-analyse [Motivational disorders: Classification, assessment and etiology]. In U. Baumann & M. Perrez (Eds.), Lehrbuch Klinische Psychologie - Psychotherapie (2nd completely revised edition; pp. 699-715). Bern, Switzerland: Huber.
• Pekrun, R. (1997). Kooperation zwischen Elternhaus und Schule [Cooperation between parents and schools]. In L. A. Vaskovics & H. Lipinski (Eds.), Familiale Lebenswelten und Bildungsarbeit (Vol. 2, pp. 51-79). Opladen, Germany: Leske & Budrich.
• Pekrun, R. (1997). Selbstkonzept und Leistung - Dynamik ihres Zusammenspiels: Kommentar zu Möglichkeiten und Grenzen differentiellpsychologischer Analysen [Self-concept and achievement: Commentary on strengths and limitations of differential psychological analysis]. In F. E. Weinert & A. Helmke (Eds.), Entwicklung im Grundschulalter (pp.  351-358). Weinheim, Germany: Beltz. 
• Pekrun, R. (1997). Emotionen beim Lernen und Leisten [Emotions in learning and achievement]. In H. Mandl (Ed.), Bericht über den 40. Kongress der Deutschen Gesellschaft für Psychologie in München 1996 (pp. 796-801). Göttingen, Germany: Hogrefe.
• Pekrun, R. (1997). Bedürfnis und Bedürfnisethik [Needs and the ethics of needs]. I. Bedürfnisse. In L. Beck, W. Korff, & Mikat (Eds.), Lexikon der Bioethik (pp. 665-667). Gütersloh, Germany: Gütersloher Verlagshaus.
• Pekrun, R. (1996). Ziffernzensuren oder Berichtszeugnisse? Drei kritische Anmerkungen zur Annahme unterschiedlicher Wirkungen [Grades vs. verbal reports on achievement: Three commentaries on the hypothesis of differential effects]. In D. Benner, H. Merkens, & F. Schmidt (Eds.), Bildung und Schule im Transformationsprozeß von SBZ, DDR und neuen Ländern - Untersuchungen zu Kontinuität und Wandel (pp. 253-259). Institute für General Pedagogy, Free University of Berlin, Berlin.
• Pekrun, R., Hochstadt, M., & Kramer, K. (1996). Prüfungsemotionen, Lernen und Leistung [Test emotions, learning and achievement]. In C. Spiel, U. Kastner-Koller & P. Deimann (Eds.), Motivation und Lernen aus der Perspektive lebenslanger Entwicklung (pp. 151-162). Münster, Germany: Waxmann. 
• Pekrun, R., & Jerusalem, M. (1996). Leistungsbezogenes Denken und Fühlen: Eine Übersicht zur psychologischen Forschung [Achievement-related thoughts and emotions: A review of psychological research]. In J. Möller, & O. Köller (Eds.), Emotionen, Kognitionen und Schulleistung (pp. 3-22). Weinheim, Germany: Beltz / Psychologie Verlags Union.
• Pekrun, R., & Schiefele, U. (1996). Emotions- und motivationspsychologische Bedingungen der Lernleistung [Emotional and motivational determinants of students’ achievement]. In F. E. Weinert (Ed.), Psychologie des Lernens und der Instruktion (Enzyklopädie der Psychologie, Serie Pädagogische Psychologie, Vol. 2, pp. 153-180). Göttingen, Germany: Hogrefe.
• Schiefele, U., & Pekrun, R. (1996). Psychologische Modelle des selbstgesteuerten und fremdgesteuerten Lernens [Psychological models of self-regulated and other-regulated learning]. In F. E. Weinert (Ed.), Psychologie des Lernens und der Instruktion (Enzyklopädie der Psychologie, Serie Pädagogische Psychologie, Vol. 2, pp. 249-278). Göttingen, Germany: Hogrefe.
• Pekrun, R. (1995). Geschichte der Differentiellen Psychologie und Persönlichkeitspsychologie [History of differential and personality psychology]. In K. Pawlik, & M. Amelang (Eds.), Grundlagen und Methoden der Differentiellen Psychologie (Enzyklopädie der Psychologie, Serie Differentielle Psychologie und Persönlichkeitsforschung, Vol. 1, pp. 83-123). Göttingen, Germany: Hogrefe.
• Pekrun, R. (1994). Sozialisationsbedingungen und Erziehungsinstitutionen: Schule [Educational institutions: Schools]. In K. A. Schneewind (Ed.), Psychologie der Erziehung und Sozialisation (Enzyklopädie der Psychologie, Serie Pädagogische Psychologie, Vol. 1, pp. 465-493). Göttingen, Germany: Hogrefe.
• Pekrun, R. (1994). Emotional development. In F. E. Weinert (Ed.), International encyclopedia of education, Section developmental psychology (2nd edition, pp. 1963-1967). New York: Pergamon Press.
• Schneewind, K. A., & Pekrun, R. (1994). Theorien und Modelle der Erziehungs- und Sozialisationspsychologie [Theories and models in the psychology of education]. In K. A. Schneewind (Ed.), Psychologie der Erziehung und Sozialisation (Enzyklopädie der Psychologie, Serie Pädagogische Psychologie, Vol. 1, pp. 3-39). Göttingen, Germany: Hogrefe.
• Pekrun, R., & Helmke, A. (1993). Schule und Kindheit [Schools and childhood]. In M. Markefka & B. Nauck (Eds.), Handbuch der Kindheitsforschung (pp. 567-576). Neuwied, Germany: Luchterhand.
• Pekrun, R., & Jerusalem, M. (1993). Bericht über die Arbeitsgruppe "Emotion und Kognition im Leistungskontext" [Workshop „Emotion and cognition in an achievement context“]. In L. Montada (Ed.), Bericht über den 38. Kongress der Deutschen  Gesellschaft für Psychologie in Trier 1992 (Vol. 2, pp. 931-933). Göttingen, Germany: Hogrefe. 
• Dreesmann, H., Eder, F., Fend, H., Pekrun, R., v. Saldern, M., & Wolf, B. (1992). Schulklima [School climate]. In K. Ingenkamp, R. S. Jäger, H. Petillon, & B. Wolf (Eds.), Empirische Pädagogik 1970-1990. Eine Bestandsaufnahme der Forschung in der Bundesrepublik Deutschland (pp. 655-682). Weinheim, Germany: Beltz.
• Pekrun, R. (1992). Prüfungsangst [Test anxiety]. In K. Ingenkamp, R. S. Jäger, H. Petillon, & B. Wolf (Eds.), Empirische Pädagogik 1970-1990. Eine Bestandsaufnahme der Forschung in der Bundesrepublik Deutschland (pp. 607-611). Weinheim, Germany: Beltz.
• Pekrun, R. (1992). The expectancy-value theory of anxiety: Overview and implications. In D.G. Forgays, T. Sosnowski, & K. Wrzesniewski (Eds.), Anxiety: Recent developments in self-appraisal, psychophysiological and health research (pp. 23-41). Washington, DC: Hemisphere.
• Jerusalem, M., & Pekrun, R. (1991). Bericht über die Arbeitsgruppe "Selbstbezogene Kognitionen und Emotion" [Workshop „Self-related cognitions and emotion“]. In D. Frey (Ed.), Bericht über den 37. Kongress der Deutschen Gesellschaft für Psychologie in Kiel 1990 (Vol. 2). Göttingen, Germany: Hogrefe.
• Kraiker, C., & Pekrun, R. (1991). Intervention bei Emotionsstörungen [Intervention in emotional disorders]. In U. Baumann & M. Perrez (Eds.), Lehrbuch Klinische Psychologie (Vol. 2, pp. 233-240). Bern, Switzerland: Huber.
• Kraiker, C., & Pekrun, R. (1991). Intervention bei Motivationsstörungen [Intervention in motivational disorders]. In U. Baumann & M. Perrez (Eds.), Lehrbuch Klinische Psychologie (Vol. 2, pp. 241-249). Bern, Switzerland: Huber.
• Pekrun, R. (1991). Emotionen in Lern- und Leistungssituationen [Emotions in situations of learning and achievement]. In D. Frey (Ed.), Bericht über den 37. Kongress der Deutschen Gesellschaft für Psychologie in Kiel 1990 (Vol. 2, pp. 375-381). Göttingen, Germany: Hogrefe.
• Pekrun, R. (1991). Schulleistung, Entwicklungsumwelten und Prüfungsangst [Academic achievement, developmental environments, and test anxiety]. In R. Pekrun & H. Fend (Eds.), Schule und Persönlichkeitsentwicklung (pp. 164-180). Stuttgart, Germany: Enke.
• Pekrun, R., & Fend, H. (1991). Schule und Persönlichkeitsentwicklung: Schlußfolgerungen und offene Fragen [Schools and personality development: Conclusions and open questions]. In R. Pekrun, & H. Fend (Eds.), Schule und Persönlichkeitsentwicklung (pp. 325-332). Stuttgart, Germany: Enke.
• Pekrun, R., & Helmke, A. (1991). Schule und Persönlichkeitsentwicklung: Theoretische Perspektiven und Forschungsstand [Schools and personality development: Theoretical perspectives and empirical findings]. In R. Pekrun, & H. Fend (Eds.), Schule und Persönlichkeitsentwicklung (pp. 33-56). Stuttgart, Germany: Enke.
• Pekrun, R. (1990). Social support, achievement evaluations, and self-concepts in adolescence. In L. Oppenheimer (Ed.), The self-concept (pp. 107-119). Berlin, Germany: Springer.
• Pekrun, R. (1990). Emotion: Klassifikation und Diagnostik [Emotion: Classification and assessment]. In U. Baumann & M. Perrez (Eds.), Lehrbuch Klinische Psychologie (Vol. 1, pp. 108-110). Bern, Switzerland: Huber.
• Pekrun, R. (1990). Motivation: Klassifikation und Diagnostik [Motivation: Classification and assessment]. In U. Baumann & M. Perrez (Eds.), Lehrbuch Klinische Psychologie (Vol. 1, pp. 111-113). Bern, Switzerland: Huber.
• Pekrun, R. (1990). Emotion and motivation in educational psychology: General and European perspectives. In P. J. Drenth, J. A. Sergeant & R. J. Takens (Eds.), European perspectives in psychology (Vol. 1, pp. 265-295). Chichester, UK: Wiley.
• Pekrun, R. (1990). Emotion: Ätiologie und Bedingungsanalyse [Emotion: Etiology and causal analysis]. In U. Baumann & M. Perrez (Eds.), Lehrbuch Klinische Psychologie (Vol. 1, pp. 219-234). Bern, Switzerland: Huber.
• Pekrun, R. (1990). Motivation: Ätiologie und Bedingungsanalyse [Motivation: Etiology and causal analysis]. In U. Baumann & M. Perrez (Eds.), Lehrbuch Klinische Psychologie (Vol. 1, pp. 235-247). Bern, Switzerland: Huber.
• Pekrun, R. (1989). Are personality traits behavioral dispositions? Forschungsberichte aus dem  Institutsbereich Persönlichkeitspsychologie und Psychodiagnostik 1/1989. Institute of Psychology, University of Munich, Munich, Germany.
• Pekrun, R. (1989). Towards a generalized structure-process reconceptualization of personality. Forschungsberichte aus dem Institutsbereich Persönlichkeitspsychologie und Psychodiagnostik 2/1989. Institute of Psychology, University of Munich, Munich, Germany.
• Pekrun, R., & Jerusalem, M. (1989). Selbstbezogene Kognitionen und Emotion [Self-related cognition and emotion]. In W. Schönpflug (Ed.), Bericht über den 36. Kongress der Deutschen Gesellschaft für Psychologie in Berlin 1988 (Vol. 2, pp. 493-496). Göttingen, Germany: Hogrefe.
• Dippel, B., Pekrun, R., Riemann, D., Wiegand, M., Majer-Trendel, K., & Berger, M. (1988). Manual zur Erfassung des manifesten Trauminhalts [Manual for the assessment of manifest dream contents]. Munich, Germany: Max-Planck-Institute of Psychiatry.
• Pekrun, R. (1987). Die Entwicklung leistungsbezogener Identität bei Schülern [The development of students’ achievement-related identity]. In H.-P. Frey, & K. Haußer (Eds.), Identität (pp. 43-57). Stuttgart, Germany: Enke.
• Hofer, M., Pekrun, R., & Zielinski, W. (1986). Die Psychologie des Lerners [The psychology of the learner]. In B. Weidenmann, A. Krapp, M. Hofer, G. Huber, & H. Mandl (Eds.), Pädagogische Psychologie. Ein Lehrbuch (pp. 219-275). Weinheim/München, Germamy: Psychologie Verlags Union / Urban & Schwarzenberg.
• Pekrun, R., & Bruhn, H. (1986). Emotion und Kognition: Einflüsse der Stimmungslage auf die Musikrezeption [Emotion and cognition: Mood effects on music perception]. Forschungsberichte aus dem Institutsbereich Persönlichkeitspsychologie und Psychodiagnostik 5/1986. Institute of Psychology, University of Munich, Munich, Germany.
• Pekrun, R. (1985). Schulklima [School climate]. In W. Twellmann (Ed.), Handbuch Schule und Unterricht (Vol. 7.1, pp. 524-547). Düsseldorf, Germany: Schwann.
• Pekrun, R. (1985). Lehrerpersönlichkeit [Teacher personality]. In W. Twellmann (Ed.), Handbuch Schule und Unterricht (Vol. 7.1, pp. 212-234). Düsseldorf, Germany: Schwann.
• Pekrun, R. (1985). Erwartungs-wert-theoretische Überlegungen zur Angstgenese [Considering anxiety from an expectancy-value theory perspective]. In D. Albert (Ed.), Bericht über den 34. Kongress der Deutschen Gesellschaft für Psychologie in Wien 1984 (Vol. 1, pp. 299-302). Göttingen, Germany: Hogrefe.
• Pekrun, R. (1985). Musik und Emotion [Music and emotion]. In H. Bruhn, H. Rösing & R. Oerter (Eds.), Musikpsychologie. Ein Handbuch in Schlüsselbegriffen (pp. 180-187). München, Germany: Urban & Schwarzenberg.
• Pekrun, R. (1985). School systems: Structures, effects and the case of Waldorf schools. Forschungsberichte aus dem Institutsbereich Persönlichkeitspsychologie und Psychodiagnostik 11/1985. Institute of Psychology, University of Munich, Munich, Germany.
• Pekrun, R. (1984). Expectancies, valences and personality traits in human motivation. Forschungsberichte aus dem Institutsbereich Persönlichkeitspsychologie und Psychodiagnostik 1/1984. Institute of Psychology, University of Munich, Munich, Germany.
• Pekrun, R. (1983). Wie valide ist das attributionstheoretische Motivationsmodell? [On the validity of the attributional model of motivation]. In G. Lüer (Ed.), Bericht über den 33. Kongress der Deutschen Gesellschaft für Psychologie in Mainz 1982 (Vol. 1, pp. 436-439). Göttingen, Germany: Hogrefe.
• Pekrun, R. (1981). Verhaltensbeobachtung [Behavior observation]. In H. Schiefele & A. Krapp (Eds.), Handlexikon Pädagogische Psychologie (pp. 394-401). München, Germany: Ehrenwirth.
• Pekrun, R. (1981). Waldorfschule, staatliches Schulsystem und die Entwicklung schulbezogener Persönlichkeitsmerkmale von Schülern [Waldorf schools, state schools, and the development of students’ personality]. In W. Michaelis (Ed.), Bericht über den 32. Kongress der Deutschen Gesellschaft für Psychologie in Zürich 1980 (Vol. 2, pp. 654-658). Göttingen, Germany: Hogrefe.
• Pekrun, R. (1981). Empirische Dimensionen kausaler Leistungsattributionen von Schülern: Wie weit ist der Gültigkeitsbereich theoretischer Taxonomien? [Empirical dimensions of students’ causal attributions of achievement]. Forschungsberichte aus dem Institutsbereich Persönlichkeits-psychologie und Psychodiagnostik 2/1981. Institute of Psychology, University of Munich, Munich, Germany.

Symposia and invites Adresses

• Pekrun, R. (2012, August). Emotions are important for students’ learning and achievement. Invited paper presented in the symposium of the Governing Board, annual conference of the Cognitive Science Society, Sapporo, Japan.
• Pekrun, R. (2012, June). Achievement emotions: A control-value approach. Invited address, 12th International Conference on Psychology of Education, Lisbon, Portugal.
• Pekrun, R. (2012, April). Achievement emotions: Functions, origins, and implications for educational practice. Invited keynote address sponsored by the SIG Motivation in Education, annual meeting of the American Educational Research Association, Vancouver, BC, Canada.
• Pekrun, R. (2012, April). Emotions and learning: Ten principles. Invited paper, biannual meeting of the International Academy of Education, Victoria, BC, Canada.
• Pekrun, R. (2012, January). Emotion, Lernen und Leistung [Emotions in learning and achievement]. Invited address, Institute of Organizational Psychology, Technical University of Munich, Munich, Germany.
• Pekrun, R., & Goetz, T. (2012, April). Boredom in academic settings. Symposium presented at the annual meeting of the American Educational Research Association, Vancouver, BC, Canada.
• Pekrun, R. (2011, May). Achievement emotions: Functions, origins, and implications for educational practice. Invited keynote address, 2011 bMRI Symposium on Motivation, Seoul, Korea.
• Pekrun, R. (2011, June). Achievement emotions. Invited keynote address, 6th Self Biannual International Conference, Quebec City, Canada.
• Pekrun, R. (2011, June). Academic Emotions. Invited keynote address, annual conference of the Dutch Association for Educational Research, Maastricht, The Netherlands.
• Pekrun, R. (2011, July). Emotion und Lernen [Emotion and learning]. Invited address, Conference “Emotionen und historisches Lernen revisited”, Max-Planck-Institute for Human Development, Berlin, Germany.
• Pekrun, R. (2011, December). Die Bedeutung von Emotionen für Lernen und Leistung [The relevance of emotions for learning and achievement]. Invited address, University of Augsburg, Augsburg, Germany.
• Pekrun, R., & Linnenbink-Garcia, L. (2011, April). The functional relevance of emotions for students’ engagement and performance. Symposium presented at the annual meeting of the American Educational Research Association, New Orleans, LA.  
• Pekrun, R. (2010, December). The functions of emotions for cognitive performance. Invited address, Psychoeconomics Conference, University of Konstanz, Konstanz, Germany.
• Pekrun, R. (2010, November). Achievement emotions: Origins, functions, and implications for educational practice. Invited talk, Department of Education, McGill University, Montreal, Canada.
• Pekrun, R. (2010, September). The contributions of Monique Boekaerts to research on motivation and emotion. Invited talk, International Conference on Motivation, Porto, Portugal.
• Pekrun, R. (2010, April). Achievement emotions. Invited talk, Department of Educational Sciences, University of Groningen, The Netherlands.
• Pekrun, R. (2010, March). Die Rolle von Emotion und Motivation im Lernprozess [The role of emotions and motivation in learning]. Invited talk, University for Teacher Education, Zug, Switzerland.
• Pekrun, R. (2009, November). Achievement emotions: Origins, functions, and implications for educational practice. Invited talk, Rossier School of Education, University of Southern California, Los Angeles, CA.
• Pekrun, R. (2009, November). Achievement emotions: Origins, functions, and implications for educational practice. Invited talk, Institute for Intelligent Systems, The University of Memphis, Memphis, TN.
• Pekrun, R. (2009, September). Achievement emotions: Origins, functions, and implications for educational practice. Invited keynote address, 13th biannual conference of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands.
• Pekrun, R. (2008, July). The control-value theory of achievement emotions: Propositions, corollaries, and practical implications. Invited talk, 29th International Congress of Psychology, Berlin, Germany. 
• Linnenbrink, E. A., & Pekrun, R. (2007, April). An in-depth analysis of achievement goals and emotions: Implications for theory and practice. Symposium presented at the annual meeting of the American Educational Research Association, Chicago, IL.
• Pekrun, R. (2007, November). Achievement emotions. Invited talk, Combined Program for Education and Psychology (CPEP), University of Michigan, MI.
• Pekrun, R. (2006, September). Emotions in students’ academic learning and achievement. Invited keynote address, 10th International Conference on Motivation, Landau, Germany.
• Pekrun, R. (2006, July). Emotions in students’ learning and achievement. Invited keynote lecture, 26th International Congress of Applied Psychology, Athens, Greece.
• Pekrun, R. (2006, May). Die Bedeutung von Emotionen für Lernen und Leistung [On the relevance of emotions for learning and achievement]. Invited talk, Research Colloquium Mathematics Education, Institute of Mathematics, University of Munich, Munich, Germany.
• Pekrun, R. (2006, April). Academic emotions in students’ scholastic development. Invited address presented at the conference “The Scholarship of Teaching and Learning in Higher Education”, University of Manitoba, Winnipeg, Canada.
• Pekrun, R., & Linnenbrink, L. (2006, April). Advances in research on student emotions: Current theoretical and methodological perspectives. Symposium presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
• Op t’Eynde, P., & Pekrun, R. (2005, August). Academic emotions in students’ self-regulated learning and achievement. Symposium presented at the 11th Biennial Conference of the European Association for Research on Learning and Instruction, Nicosia, Cyprus.
• Pekrun, R. (2005, August). Affective aspects of effective learning environments. Invited symposium, 11th Biennial Conference of the European Association for Research on Learning and Instruction, Nicosia, Cyprus.
• Pekrun, R. (2005, June). Die Bedeutung von Emotionen für Lernen und Leistung [The relevance of emotions for learning and achievement]. Invited address, Institute of Education, University of Zürich, Switzerland.
• Pekrun, R. (2005, April). Emotionen in Lern- und Leistungssituationen: Theorie, Diagnostik und empirische Befunde [Emotions in academic settings: Theory, assessment and empirical findings]. Invited address presented at the University of Kassel, Kassel, Germany.
• Preckel, F., & Pekrun, R. (2005, March). Geschlechterunterschiede in Mathematik: Hochbegabte Mädchen und Jungen im Vergleich [Gender differences in mathematics: Comparison of female and male gifted students]. Invited address, Department of Mathematics, University of Munich, Munich, Germany.
• Goetz, T., & Pekrun, R. (2004, February). Academic emotions in students’ learning and achievement. Invited address, Department of Educational Psychology, University of Education, Ludwigsburg, Germany.
• Köller, O., & Pekrun, R. (2004, September). Zum Zusammenspiel von Motivation, Emotion und Schulleistung: Längsschnittanalysen in den Sekundarstufen I und II [The interplay of motivation, emotion, and academic achievement: Longitudinal studies in secondary schools]. Symposium presented at the 44th congress of the German Psychological Society, Göttingen, Germany.
• Pekrun, R., & Turner, J. (2004, April). Emotions in students’ goal striving, learning processes, and academic achievement. Symposium presented at the annual meeting of the American Educational Research Association, San Diego, CA.
• Turner, J., & Pekrun, R. (2004, April). Teachers’ and students’ emotions in the social context of classrooms. Symposium presented at the annual meeting of the American Educational Research Association, San Diego, CA.
• Pekrun, R. (2003, April). Programme for International Student Assessment (PISA) – Theoretische Konzeption, Methoden und Befunde [Programme for International Student Assessment (PISA) – Theoretical framework, methods, and findings]. Invited address presented to members of the Bavarian parliament, Munich. 
• Pekrun, R., & Op t’Eynde, P. (2003, August). Emotions in students’ self-regulated learning and achievement. Symposium presented at the 10th Biennual Conference of the European Association for Research on Learning and Instruction, Padova, Italy.
• Pekrun, R. (2002, April). Control-value theory of emotions: Basic principles and empirical findings. Invited address, Department of Psychology, University of Manitoba, Canada.
• Pekrun, R. (2002, October). PISA 2000 – Ziele, Leistungen und Begrenzungen einer internationalen Schülerleistungsstudie [PISA 2000 - Aims, accomplishments, and limitations of an international assessment of student achievement]. Invited address, Institut für Film und Bild in Wissenschaft und Unterricht (FWU), Munich, Germany.
• 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., & Wild, E. (2002, November). Schülervoraussetzungen und Elternhaus [Student characteristics and home background]. Invited paper, PISA 2003 conference, Hubertusstock, Brandenburg, Germany.
• Pekrun, R., & Schutz, P. (2001, April). Goals, affect, and motivation in students and teachers. Symposium presented at the annual meeting of the American Educational Research Association, Seattle, WA.
• Pekrun, R. (2000, February). Die Bedeutung von Emotionen für Lernen und Leistung [The relevance of emotions for learning and achievement]. Invited address, Kröllwitz Colloquium on School Psychology, Martin-Luther-University, Halle-Wittenberg, Germany.
• Pekrun, R. (2000, December). Emotion, Lernen und Leistung aus der Perspektive der pädagogischen  Psychologie [Emotions, learning and achievement from the perspective of educational psychology]. Invited address, symposium „Emotional dimensions of academic learning“. University of Education, Ludwigsburg, Germany.
• Pekrun, R. (2000, April). Stress and emotions in education: Current research and future directions. Invited address, annual meeting of the American Educational Research Association, New Orleans, LA.
• Pekrun, R., & Perry, R. (1999, August). The impact of emotions on students' learning and achievement. Invited paper presented at the symposium "Motivating students to take advantage of the present and to care about the future". 8th biennial meeting of the European Association for Research on Learning and Instruction, Gothenburg, Sweden.
• Pekrun, R., & Perry, R. (1999, August). Emotional dimensions of students' self-directed learning. Invited paper presented at the symposium "What makes the "self" of self-directed learning?" 8th biennial meeting of the European Association for Research on Learning and Instruction, Gothenburg, Sweden.
• Pekrun, R., & Jerusalem, M. (1999, September). Arbeitsgruppe "Emotion, Motivation und Leistung" [Symposium entitled „Emotion, motivation and achievement“]. 7th meeting of the division Educational Psychology [Fachgruppe Pädagogische Psychology], Fribourg, Switzerland.
• Pekrun, R., & Turner, J. (1999, April). Symposium entitled "The role of emotions in students' learning and achievement". Annual meeting of the American Educational Research Association, Montreal, Canada.
• Jerusalem, M., & Pekrun, R. (1998, September). Emotion, Motivation and achievement. Symposium presented at the 41st Congress of the German Psychological Society, Dresden, Germany.
• Pekrun, R. (1998, July). Stress and emotions in achievement settings: Developing concepts and measures of achievement-related emotions. Invited presidential address, 19th International Conference of the Stress and Anxiety Research Society, Istanbul, Turkey.
• Pekrun, R. (1998, October). Academic emotions in students' learning and achievement. Invited address, Department of Psychology, University of Manitoba, Canada.
• Pekrun, R. (1997, April). Research on stress, coping and health: Idiographic and nomothetic research perspectives. Invited address, International Conference "Sense of Coherence, Coping and Health", Warsaw, Poland.
• Pekrun, R. (1997, July). Emotionen bei Studenten und Schülern [Emotions in students]. Invited address, University of Education, Ludwigsburg, Germany.
• Pekrun, R. (1997, July). Stress, emotions, and coping in education. Invited presidential address, 18th Conference of the Stress and Anxiety Research Society, Düsseldorf, Germany.
• Pekrun, R. (1997, November). Studienemotionen, Lernen und Leistung [Study emotions, learning and achievement]. Invited talk, Max-Planck-Institute for Human Development, Berlin, Germany.
• Pekrun, R. (1996, July). Stress, emotions, and coping: Integrating idiographic and nomothetic research perspectives. Invited address, 17th Conference of the Stress and Anxiety Research Society, Graz, Austria.
• Pekrun, R. (1996, September). Emotion, Lernen und Leistung [Emotions, learning and achievement]. State of the art address, 40st Congress of the German Psychological Society, Munich, Germany.
• Pekrun, R. (1996, October). Eltern, Lehrer und Schüler als Partner in der Schule [Parents, teachers and students as partners]. Invited address presented at the symposium "Social change of marriage and the family”, Fulda, Germany.
• Pekrun, R., & Jerusalem, M. (1996, September). Arbeitsgruppe "Emotion, Motivation und Leistung" [symposium entitled „Emotion, motivation and achievement”]. 40th Congress of the German Psychological Society, Munich.
• Hagtvet, K., & Pekrun, R. (1995, July). Stress and anxiety in achievement settings. Invited symposium, 4th European Congress of Psychology, Athens, Greece.
• Pekrun, R. (1995, September). Selbstkonzept und Leistung [Self-concept and achievement]. Invited contribution to the SCHOLASTIC conference 1995, castle Ringberg/Tegernsee, Germany.
• Jerusalem, M., & Pekrun, R. (1994, September). Arbeitsgruppe "Emotion und Motivation im Leistungsbereich" [symposium entitled „Emotion and motivation in achievement settings“]. 39th  congress of the German Psychological Society, Hamburg, Germany.
• Pekrun, R. (1994, April). Academic emotions in students' self-regulated learning and achievement. Invited paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
• Pekrun, R. (1994, June). Emotionen in Lern- und Leistungssituationen [Emotions in settings of learning and achievement]. Invited address, Institute of Psychology, University of Basel, Basel, Switzerland.
• Pekrun, R. (1994, October). Emotionen beim Lernen und Leisten [Emotions in learning and achievement]. Invited address, symposium "Motivation and Learning", Wien, Austria.
• Pekrun, R., & Jerusalem, M. (1992, September). Arbeitsgruppe „Emotion und Kognition im Leistungskontext“ [Symposium entitled „Emotion and cognition in achievement settings“]. 38th Congress of the German Psychological Society, Trier, Germany.
• Pekrun, R. (1992, October). Interactions of family and school influences on the development of adolescents. Invited paper presented at the 9th Symposium of the SFB 227 "Prevention and Intervention in Childhood and Adolescence", Bielefeld, Germany.
• Pekrun, R. (1991, June). Emotion, Lernen und Leistung [Emotion, learning and achievement]. Invited address, Institute of Psychology, University of Bochum, Germany.
• Pekrun, R. (1991, July). Cognition and emotion in achievement-related situations: An exploratory analysis. Invited paper, 2nd European Congress of Psychology, Budapest, Hungary.
• Pekrun, R., & Jerusalem, M. (1991, September). Arbeitsgruppe "Emotion und Motivation" [symposium entitled „Emotion and motivation“]. 3rd meeting of the division Educational Psychology [Fachgruppe Pädagogische Psychologie], Cologne, Germany.
• Pekrun, R., & Salonen, P. (1991, August). Interactions of social, motivational and cognitive processes in learning. Invited symposium, 4th European Conference for Research on Learning and Instruction, Turku, Finland.
• Jerusalem, M., & Pekrun, R. (1990, September). Arbeitsgruppe "Selbstbezogene Kognitionen und Emotion" [symposium entitled “Self-related cognitions and emotion”]. 37th congress of the German Psychological Society, Kiel, Germany.
• Pekrun, R. (1990, July). Expectancy-value theory of test anxiety: Overview, implications and longitudinal data. Invited paper, International Conference on Anxiety, Warsaw, Poland.
• Pekrun, R. (1990, August). The psychology of anxiety and hope. Invited Centenary Lecture, The 1990 Principles Congress, Amsterdam, The Netherlands.
• Pekrun, R. (1990, September). Emotionen in Lern- und Leistungssituationen [Emotions in settings of learning and achievement]. State of the art address, 37th congress of the German Psychological Society, Kiel, Germany.
• Pekrun, R., & Fend, H. (1990, April). Symposium "Schule und Persönlichkeitsentwicklung"  [symposium entitled „Schools and personality development“], Munich, Germany.
• Pekrun, R. (1989, February). Abriss der Geschichte der Differentiellen Psychologie und Persönlichkeitsforschung [History of differential and personality psychology]. Invited contribution to the symposium “Differential Psychology”, Hamburg, Germany.
• Pekrun, R. (1989, July). Emotion and motivation in educational psychology: European perspectives. Invited address, 1st European Congress of Psychology, Amsterdam, The Netherlands.
• Jerusalem, M., Pekrun, R., & Rheinberg, F. M. (1989, September). Arbeitsgruppe "Emotion und Motivation" [symposium entitled „Emotion and motivation“]. 3rd meeting of the division Educational Psychology [Fachgruppe Pädagogische Psychologie], Munich, Germany.
• Pekrun, R. (1989, October). Test anxiety and task motivation. Invited lecture, 3rd Workshop on Achievement and Task Motivation, Bochum, Germany.
• Pekrun, R. (1988, January). Angst, Motivation und Leistung [Anxiety, motivation and achievement]. Invited address, Institute of Psychology, University of Düsseldorf, Germany.
• Pekrun, R. (1988, August). Anxiety, motivation and coping with failures: A systems-theoretical approach. Invited paper presented at the symposium "Cognition, emotion and coping", 24th International Congress of Psychology, Sidney, Australia.
• Pekrun, R., & Jerusalem, M. (1988, October). Selbstbezogene Kognitionen und Emotion [symposium entitled „Self-related cognitions and emotion“]. 36th congress of the German Psychological Society, Berlin, Germany.
• Pekrun, R. (1986, January). Identitätsentwicklung in der Schule [Identity development at school]. Invited paper presented at the symposium “Identity”, Bamberg, Germany.

Conference Presentations

2007 – 2012

• Broughton, S. H., Pekrun, R., & Sinatra, G. M. (2012, April). Climate change, genetically modified foods, airport body scanners: Investigating students’ emotions related to science topics. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC, Canada.
• Büchner, V. L., & Pekrun, R. (2012, January). Self-based pride: A source of motivation. Paper presented at the annual meeting of the Society for Personality and Social Psychology, San Diego, CA.
• Cada, J. S., Meier, E., & Pekrun, R. (2012, January). The activating functions of deactivating emotions: On the influence of relaxation on the generation of ideas. Paper presented at the annual meeting of the Society for Personality and Social Psychology, San Diego, CA.
• Cada, J. S., Murayama, K., & Pekrun, R. (2012, July). The influence of boredom on creativity. Paper presented at the 30th International Congress of Psychology, Cape Town, South Africa.
• Frenzel, A. C., Goetz, T., Pekrun, R., & Daniels, L. M. (2012, April). The Teaching Emotions Scales: A new self-report instrument for assessing teacher enjoyment, anger, and anxiety. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC, Canada.
• Goetz, T., Frenzel, A. C., Nett, U. E., Pekrun, R., & Lipnevich, A. A. (2012, April). Types of students’ boredom: An experience-sampling approach. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC, Canada.
• Meier, E., Cada, J., & Pekrun, R. (2012, January). The impact of epistemic emotions on knowledge generation. Paper presented at the annual meeting of the Society for Personality and Social Psychology, San Diego, CA.
• Meier, E., & Pekrun, R. (2012, April). Negative emotions with positive outcomes: Epistemic emotions in everyday cognitive problem solving. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC, Canada.
• Pekrun, R., Hall, N. C., Perry, R. P., & Goetz, T. (2012, April). Boredom and students’ academic achievement: An analysis of reciprocal causation. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC, Canada.
• Perry, R. P., Chipperfield, J. G., Pekrun, R., Chuchmach, L., Stewart, T. L., & Murayama, K. (2012, January). Facilitating the transition from high school to college using a cognitive intervention: Longitudinal effects on cognition, emotion, motivation, and performance. Hawaii International Conference on Education, Honolulu, Hawaii, USA
• Perry, R. P., Stewart, T. L., Chipperfield, J. G., Stupnisky, R. H., Hladkyj, S., & Pekrun, R. (2012, January). The structure and function of fit-focused secondary control in achievement settings. Paper presented at the annual meeting of the Society for Personality and Social Psychology, San Diego, CA.
• Broughton, S., Pekrun, R., & Sinatra, G. (2011, September). Emotions and misconceptions about complex topics in science. Paper presented at the 14th biannual conference of the European Association for Research on Learning and Instruction, Exeter, UK.
• Chipperfield, J. G., Perry, R. P., Pekrun, R., & Barchfeld, P. (2011, January). Aging well and wisely: Some protective and detrimental consequences of perceived control. Paper presented at the annual meeting of the Society for Personality and Social Psychology, San Antonio, TX.
• Frenzel, A. C., Goetz, T. & Pekrun, R. (2011, April). Exploring relationships between teacher emotions and teaching quality. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.
• Goetz, T., Nett, U., Martiny, S., Hall, N., Pekrun, R., Dettmers, S., & Trautwein, U. (2011, April). Students’ emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
• Jacob, B., Frenzel, A. C., & Pekrun, R. (2011, September). Der Einfluss eigener Emotionen auf das Unterrichtsverhalten von Lehrkräften [The influence of teachers’ emotions on classroom instruction]. Paper presented at the biannual conference Educational Psychology [Fachgruppentagung Pädagogische Psychologie], Erfurt, Germany.
• Lee, B., Sakaki, M., Murayama, K., Maier, M., & Pekrun, R. (2011, November). Acute stress response increases rejections in the Ultimatum Game. Paper presented at the 32nd Annual Conference of the Society for Judgment and Decision Making, Seattle, WA.
• Lichtenfeld, S., Pekrun, R., Stupnisky, R. H., Reiss, K., & Murayama, K. (2011, April). Student emotions in the early years: Development and validation of the Achievement Emotions Questionnaire--Elementary School (AEQ-E). Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. 
• Pekrun, R., Murayama, K., Frenzel, A. C., & Goetz, T. (2011, September), Origins of achievement emotions: The impact of individual and class-level ability. Paper presented at the 14th biannual conference of the European Association for Research on Learning and Instruction, Exeter, UK.
• Perry, R. P., Chipperfield, J. G., Pekrun, R., Chuchmach, L., Stewart, T. L., & Murayama, K. (2011, January). Attributional retraining in achievement settings: Longitudinal effects of a motivation-enhancing treatment on cognition, emotion, and performance. Paper presented at the annual meeting of the Society for Personality and Social Psychology, San Antonio, TX.
• Stephens, E. J., & Pekrun, R. (2011, April). The functional relevance of discrete emotions for achievement goal adoption, appraisals, and performance. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. 
• Stephens, E. J., & Pekrun, R. (2011, January). Affective antecedents of achievement goals: Effects of anger, fear, and enjoyment on achievement goal adoption. Paper presented at the annual meeting of the Society for Personality and Social Psychology, San Antonio, TX.
• Vogel, A. C. M., Kuhbandner, C., & Pekrun, R. (2011, January). Changing motivational tendencies: The longevity of approach habits. Paper presented at the annual meeting of the Society for Personality and Social Psychology, San Antonio, TX.
• Chipperfield, J. G., Perry, R., P., Pekrun, R., Barchfeld, P., & Chuchmach, L. P. (2010, January). Perceived control as a predictor of mortality: The moderating role of health value. Paper presented at the annual meeting of the Society for Personality and Social Psychology, Las Vegas, NV.
• Frenzel, A. C., Dicke, A.-L., Goetz, T., & Pekrun, R. (2010, April). „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 annual meeting of the American Educational Research Association, Denver. CO.
• Pekrun, R., Goetz, T., Frenzel, A. C., & Perry, R. P. (2010, September). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire. Paper presented at the International Conference on Motivation, Porto, Portugal.
• Perry, R. P., Stupnisky, R. H., Haynes, T. L., Chipperfield, J. G., & Pekrun, R. (2010, January). Acceptance and adjustment as components of secondary control: A cross-lagged analysis of domain specific and general measures. Paper presented at the 11th annual meeting of the Society for Personality and Social Psychology, Las Vegas, NV.
• Stephens, E. J., & Pekrun, R. (2010, April). Anticipated emotions as antecedents of achievement goal adoption. Paper presented at the annual meeting of the American Educational Research Association, Denver. CO.
• Vogel, A. C. M., Kuhbandner, C., & Pekrun, R. (2010, April). Annäherungs- und Vermeidens-reaktionen auf traurige und verärgerte Gesichtsausdrücke [Approach and avoidance reactions induced by sad and angry faces]. Paper presented at the 51st meeting of experimental psychologists [Tagung experimentell arbeitender Psychologen], Saarbrücken, Germany.
• 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 biannual conference of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands.
• Frenzel, A. C., Goetz, T., Lüdtke, O., & Pekrun, R. (2009, August). Emotional transmission
• in the classroom. Exploring the relationship between teacher and student enjoyment. Paper presented at the 13th biannual conference of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands.
• 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 annual meeting of the American Educational Research Association, San Diego, CA.
• Lichtenfeld, S. Maier, M. A., Elliot, A. J., & Pekrun, R. (2009, April). The color green facilitates creative thinking. Paper presented at the 51st meeting of experimental psychologists [Tagung experimentell arbeitender Psychologen], Jena, Germany.
• Lichtenfeld, S., Pekrun, R., & Stupnisky, R. H. (2009, April). Examining gender differences in the cognitive antecedents of elementary school students’ emotions. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
• Pekrun, R., Lichtenfeld, S., & Maier, M. A. (2009, April). Anxiety of failure in achievement settings: A control-value model and experimental test. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
• Vogel, A. C. M., Pekrun, R., & Frenzel, A. C. (2009, April). The influence of mood on mathematical problem solving. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
• Perry, R. P., Haynes, T. L., Chipperfield, J. G., Stupnisky, R. H., Daniels, L. M. Pekrun, R., & Hladkyj, S. (2009, February). Acceptance and adjustment as secondary control: Descriptive analysis and construct validation in achievement settings. Paper presented at the annual conference of the Society for Personality and Social Psychology, Tampa, FL.
• Stephens, E. J., Werner, M., Öttingen, G., & Pekrun, R. (2009, February). Antecedents of achievement emotions: The role of implicit theories of intelligence and domain-specific competence beliefs. Paper presented at the annual meeting of the Society for Personality and Social Psychology, Tampa, FL.
• Stupnisky, R. H., Pekrun, R., Hall, N. C., Perry, R. P., & Frenzel, A. C. (2009, April). An examination of the stability of first-year college students’ academic achievement emotions. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
• Vogel, A. C. M., Maier, M. A., & Pekrun, R. (2009, April). Point of reference and approach-avoidance tendencies. Paper presented at the 51st meeting of experimental psychologists [Tagung experimentell arbeitender Psychologen], Jena, Germany.
• Frenzel, A. C., Goetz, T., Pekrun, R., Sutton, R. & Lüdtke, O. (2008, March). Teacher and student enjoyment. Paper presented at the Annual Meeting of the American Educational Research Association, New York.
• Frenzel, A. C., Goetz, T., Pekrun, R., Thrash, T. M. (2008, March). Conceptualizing and assessing emotion as a motivational construct: A cross-cultural validation of the Academic Emotions Questionnaire-Mathematics. Paper presented at the Annual Meeting of the American Educational Research Association, New York.
• Jacob, B., Frenzel, A. C., Becker, S., & Pekrun, R. (2008, July). What makes your lesson a success? A qualitative study on teachers´ goals for mathematics teaching. Poster presented at the 29th International Congress of Psychology, Berlin, Germany.
• Pekrun, R. (2008, March). Self-report methods in emotion research. Paper presented at the annual meeting of the American Educational Research Association, New York.
• Pekrun, R., Goetz, T., Hall, N. C., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2008, March). Boredom in achievement settings: Control-value antecedents and performance consequences of a neglected emotion. Paper presented at the annual meeting of the American Educational Research Association, New York.
• Pekrun, R., Elliot, A. J., & Maier, M. A. (2008, March). Achievement goals, hope, and anxiety: Testing a model of their joint and mediated effects on cognitive performance. Paper presented at the annual meeting of the American Educational Research Association, New York.
• Stupnisky, R. H., Renaud, R. D., Perry, R. P., Pekrun, R. H., & Daniels, L. M. (2008, March). Comparing self-esteem and perceived control as predictors of first-year college students’ emotions,  stress, and health. Paper presented at the American Educational Research Association annual meeting, New York.
• Frenzel, A. C., & Pekrun, R. (2007, August). Longitudinal modelling of attitudes towards mathematics with data from PALMA. Invited paper presented at the conference “Analysis of Longitudinal Data and Item Response Theory Models for Longitudinal Data”, Institute for Science Education, Kiel, Germany.
• Frenzel, A. C., Goetz, T., Pekrun, R., & Lüdtke, O. (2007, September). Emotionale Ansteckung im Klassenzimmer: Reziproke Zusammenhänge zwischen Lehrer- und Schülerfreude im Mathematikunterricht [Emotional contagion in the classroom: Reciprocal linkages of teacher enjoyment and student enjoyment in mathematics instruction]. Paper presented at the 11th conference Educational Psychology [Fachgruppentagung Pädagogische Psychologie], Berlin, Germany.
• Frenzel, A. C., Goetz, T., Pekrun, R., & Thrash, T. M. (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 of the European Association 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.
• Lichtenfeld, S., Nett, U., Pekrun, R., & Reiss, K. (2007, September). Bildungsqualität der Grundschule im Fach Mathematik. [Educational quality of elementary schools in mathematics]. Paper presented at the 11th conference Educational Psychology [Fachgruppentagung Pädagogische Psychologie], Berlin, Germany.
• Lichtenfeld, S., Frenzel, A., & Pekrun, R. (2007, September). Gender differences in students’ emotions in elementary school. Paper presented at the 12th Biennial Conference of the European Association for Research on Learning and Instruction, Budapest, Hungary.
• Pekrun, R., Elliot, A. J., & Maier, M. (2007, September). Leistungsziele, Emotionen und Lernleistungen [Achievement goals, emotions, and academic performance]. Paper presented at the 11th conference Educational Psychology [Fachgruppentagung Pädagogische Psychologie], Berlin, Germany.
• Pekrun, R., Elliot, A. J., & Maier, M. (2007, April). Achievement goals and students’ discrete achievement emotions: A theoretical model and prospective field studies. Paper presented at the American Educational Research Association annual meeting, Chicago, IL.

2002 – 2006

• Frenzel, A. C., Goetz, T., Pekrun, R., & Wartha, S. (2006, April). Antecedents and effects of teacher enjoyment and anger. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
• Goetz, T., Frenzel, C. A., & Pekrun, R. (2006, September). Domain specificity of emotional experiences. Paper presented at the 45th congress of the German Psychological Society, Nürnberg, Germany.
• Goetz, T., Frenzel, C. A., Pekrun, R., & Hall, Nathan (2006, April). “Math scares me, but English is fun!” The domain specificity of academic emotional experiences. Paper presented at the Ameri¬can 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.
• Kunter, M., Frenzel, A. C., Baumert, J., & Pekrun, R. (2006, September). Enthusiasmus von Lehrkräften: Trait oder State? (Teachers’ enthusiasm: Trait or state?). Paper presented at the 45th congress of the German Psychological Society, Nürnberg, Germany.
• Pekrun, R., Frenzel, A., Goetz, T. & Perry, R. P. (2006, April). Control-value theory of academic emotions: How classroom and individual factors shape students’ affect. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
• Pekrun, R., vom Hofe, R., & Blum, W. (2006, November). Projekt zur Analyse der Leistungsentwicklung in Mathematik (PALMA) [Project for the Analysis of Learning and Achievement in Mathematics]. Presentation at the colloquium of the priority program „Studies on the educational quality of school” of the German Research Foundation [Deutsche Forschungsgemeinschaft, DFG], Berlin, Germany. 
• Reiter, S., Lichtenfeld, S., Maier, M. A., & Pekrun, R. (2006, September). Kontroll-Wert-Theorie der Leistungsemotionen: Eine experimentelle Überprüfung [The control-value theory of achievement emotions: An experimental test]. Paper presented at the 45th congress of the German Psychological Society, Nürnberg, Germany.
• Goetz, T., Pekrun, R., & Zirngibl, A. (2005, March). Phänomenologie schulischer Langeweile [Phenomenology of academic boredom]. Paper presented at the meeting of the Division of Empirical Educational Research [Sektion Empirische Bildungsforschung], Berlin, Germany.
• Goetz, T., Zirngibl, A., Hall, N., & Pekrun, R. (2005, April). A hierarchical conceptualization of enjoyment in students. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
• Hall, N. C., Chipperfield, J. G., Ruthig, J. C., Newall, N. E., & Pekrun, R. H. (2005, April). Primary and secondary control in achievement settings: Implications for gender, stress, and self-rated health.  Paper presented at the Western Psychological Association annual convention, Portland, OR.
• Hall, N. C., Hlakyj, 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 annual meeting of the American Educational Research Association, Montreal, Canada.
• Jullien, S., & Pekrun, R. (2005, August). Parents’ influence on students academic emotions. Paper presented at the 11th biennial conference of the European Association for Research on Learning and Instruction, Nicosia, Cyprus.
• 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.
• Pekrun, R., Goetz, T., Zirngibl, A., & 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 annual meeting of the American Educational Research Association, Montreal, Canada.
• Zirngibl, A., Goetz, T., Pekrun, R., vom Hofe, R., & Kleine, M. (2005, March). Aufgabenspezifische Erfassung von Mathematikemotionen [Task-specific assessment of emotions in mathematics]. Paper presented at the meeting of the Division of Empirical Educational Research [Sektion Empirische Bildungsforschung], Berlin.
• Zirngibl, A., Pekrun, R., Goetz, T., & Perry, R. P. (2005, April). Girls and mathematics – a hopeless issue? An analysis of girls’ and boys’ emotional experiences in mathematics. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
• Goetz, T., Hladkyj, S., Haag, L., & Pekrun, R. (2004, April). Antecedents and Domain Specificity of Academic Emotions. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
• Goetz, T., Pekrun, R. & Hall, N. (2004, July). The Big-Fish-Little-Pond effect in the context of emotional experience: A longitudinal multi-level analysis perspective. Paper presented at the SELF Research Conference, Berlin, Germany.
• Goetz, T., Pekrun, R., & vom Hofe, R., Blum, W., & Zirngibl, A. (2004, September). Leistung und emotionales Erleben im Fach Mathematik: Längsschnittliche Mehrebenenanalysen [Achievement and emotional experiences in mathematics: Longitudinal multi-level analysis]. Paper presented at the 44th congress of the German Psychological Society, Göttingen, Germany. 
• Hall, N. C., Perry, R. P, Pekrun, R. H., 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 SELF Research Conference, Berlin, Germany.
• Haynes, T. L., Perry, R. P., Hladkyj, S., Stupnisky, R. H., & Pekrun, R. H. (2004, April). The transition to college: A longitudinal study involving attributional retraining, elaboration, and optimism. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
• Jullien, S. & Pekrun, R. (2004, May). Der Einfluss elterlichen Schulengagements auf Lern- und Leistungsemotionen im Fach Mathematik [The influence of parental school involvement on students’ academic emotions in mathematics]. Paper presented at the 7th conference of the DFG-program BIQUA, Augsburg, Germany.
• Jullien, S., Pekrun, R., vom Hofe, R., Blum, W., Goetz, T. Jordan, A., Wartha, S., & Zirngibl, A. (2004, September). PALMA - Projekt zur Analyse der Leistungsentwicklung in Mathematik: Erste längsschnittliche Befunde [PALMA – Project for the Analysis of Learning and Achievement in Mathematics: First longitudinal findings]. Paper presented at the 44th congress of the German Psychological Society, Göttingen, Germany.
• Pekrun, R., Goetz, T., Jullien, S., Zirngibl, A., vom Hofe, R., & 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.
• Pekrun, R., Zirngibl, A., Jullien, S., vom Hofe, R., & Perry, R. P. (2004, October). Individual and classroom antecedents of students’ emotional feelings: Recent evidence on control-value theory of academic emotions. Paper presented at the International Conference on Motivation, Lisbon, Portugal.
• Pekrun, R., Goetz, T., Jullien, S., Zirngibl, A., vom Hofe, R., & Perry, R. P. (2004, September). Emotionen, Lernen und Leistung im Fach Mathematik: Längsschnittliche Prüfung eines kognitiv-motivationalen Modells zu Emotionswirkungen [Emotions, learning and achievement in mathematics: Longitudinal analysis of a cognitive-motivational model of emotion effects]. Paper presented at the 44th congress of the German Psychological Society, Göttingen, Germany.
• Pekrun, R., Goetz, T., Jullien, S., Zirngibl, A., vom Hofe, R., & 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.
• Pekrun, R., Jullien, S., Zirngibl, A., vom Hofe, R., & 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.
• Zirngibl, A., Pekrun, R., & Goetz, T. (2004, September). Mädchen und Mathematik: eine „hoffnungslose“ Angelegenheit? Analysen zum Erleben von Fünftklässlern im Fach Mathematik [Girls and mathematics – a hopeless issue? An analysis of 5th grade girls’ and boys’ emotional experiences in mathematics]. Paper presented at the 44th congress of the German Psychological Society, Göttingen, Germany.
• Zirngibl, A., Pekrun, R., & vom Hofe, R. (2004, April). Classroom climate and emotions in mathematics. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
• Goetz, T., & Pekrun, R. (2003, October). Lern-, Schul- und Lebensfreude von Schülern: Ein Bottom-Up-Modell subjektiven Wohlbefindens [Students’ enjoyment in learning, school, and life: A bottom-up model of subjective well-being]. Paper presented at the 64th meeting of the Arbeitsgemeinschaft für Empirische Pädagogische Forschung [Society for Empirical Educational Research], Hamburg, Germany.
• Goetz, T., Pekrun, R., & Zirngibl, A. (2003, August). The hierarchical structure of students’ domain-specific self-concept and emotions. Paper presented at the 10th Biennual Conference of the European Association for Research on Learning and Instruction, Padova, Italy. 
• Hladkij, S., Perry, R. P., Hall, N. C., Ruthig, J., & Pekrun, R. (2003, April). The emplotment of unpredictable experience: A multi-sample study of secondary control in college student motivation. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
• Maier, M. A., Berner, M. P., Hau, R., & Pekrun, R. (2003, August). Impression formation: Trait anxiety moderates priming effects. Paper presented at the conference “Implicit Diagnostic in Clinical Psychology”, Ghent, Belgium.
• Pekrun, R., Barrera, A., Goetz, T., Maier, M. (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.
• 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 Biennual Conference of the European Association for Research on Learning and Instruction, Padova, Italy. 
• Zirngibl, A., & Pekrun, R. (2003, August). Students’ perceptions of classroom climate and their emotional experiences in mathematics. Paper presented at the JURE preconference of the 10th biennual conference of the European Association for Research on Learning and Instruction, Padova, Italy.
• Zirngibl, A., Pekrun, R., vom Hofe, R., Goetz, T., & Kleine, M. (2003, August). PALMA – Project for the Analysis of Students’ Achievement in Mathematics: First results from a longitudinal research program. Paper presented at the 10th Biennual Conference of the European Association for Research on Learning and Instruction, Padova, Italy. 
• Barrera, A., Maier, M., & Pekrun, R. (2002, September). Kognitive und motivationale Antezedenzien von Emotionen [Cognitive and motivational antecedents of emotions]. Paper presented at the 43rd congress of the German Psychological Society, Berlin.
• Goetz, T., & Pekrun, R. (2002, September). A social-cognitive, control-value theory of academic emotions: Social antecedents of students’ 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.
• Goetz, T., Titz, W., & Pekrun, R. (2002, September). Lern- und Leistungsemotionen bei Schülern: Domänenspezifität und Beziehungen zu selbstreguliertem Lernen und schulischer Leistung [Students’ achievement-related emotions: Domain specificity and relations to self-regulated learning and academic achievement]. Paper presented at the 43rd congress of the German Psychological Society, Berlin.
• Hall, N. C., Hladkyi, S., Ruthig, J. C., Pekrun, R. H., & Perry, R. P. (2002, April). The role of action control in moderating primary versus secondary control strategy use in college students. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
• Meinhardt, J., Döhnel, K., & Pekrun, R. (2002, September). Emotionen und Problemlösen [Emotions and problem solving]. Paper presented at the 43rd congress of the German Psychological Society, Berlin.
• 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.
• Pekrun, R., Goetz, 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]. Paper presented at the 43rd congress of the German Psychological Society, Berlin.
• Ruthig, J. C., Hladkyi, S., Hall, N. C., Pekrun, R. H., & Perry, R. P. (2002, April). Profiling voluntary course withdrawal among college students: A longitudinal study with motivational implications. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

1997 – 2001

• Hall, N., Chipperfield, J. G., Perry, R. P., Pekrun, R., & Schonwetter, D. (2001, April). Attributional      retraining, perceived control and failure: Assisting at-risk students through writing. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
• Kobylak, J. C., Hladkyi, S., Perry, R. P., Clifton, R., & Pekrun, R. (2001, April). Academic emotions and perceived control: Effects on achievement and voluntary course withdrawal. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
• Goetz, 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 instruction]. Paper presented at the 8th conference of the division Educational Psychology [Fachgruppe Pädagogische Psychologie], Landau, Germany.
• Maier, M. A., Berner, M. P., & Pekrun, R. (2001, April). Indirektes semantisches Priming nach Stimmungsinduktion [Indirect semantic priming after mood induction]. Poster presented at the conference Experimental Psychology [Tagung für experimentell arbeitende Psychologen], Regensburg, Germany.
• Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2001, August). Students’ academic emotions and the avoidance of effort. Paper presented at the biennual conference of the European Association for Research on Learning and Instruction, Fribourg, Switzerland.
• Pekrun, R., Hausner, M., & Perry, R. P. (2001, April). Academic emotions in school students: Domain specificity and relations to self-regulated learning, academic achievement, and classroom instruction. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
• Sommer, M., Meinhardt, J., & Pekrun, R. (2001, April). Verarbeitung affektiver Bilder und ereigniskorrelierte Potentiale [Processing of affective pictures and event-related potentials]. Poster presented at the conferen Experimental Psychology [Tagung für experimentelle arbeitende Psychologen], Regensburg, Germany.
• Meinhardt, J., Babl, A., & Pekrun, R. (2000, September). Emotionen und anteriore Hemisphären- Asymmetrie [Emotions and anterior hemispheric asymmetry]. Poster presented at the 42nd congress of the German Psychological Society, Jena, Germany.
• Pekrun, R., Ingrisch, M., Molfenter, S., & Titz, W. (2000, September). Angst, Langeweile,     Hoffnungslosigkeit und die Vermeidung von Anstrengung [Anxiety, boredom, and the avoidance of effort]. Paper presented at the 42nd congress of the German Psychological Society, Jena, Germany.
• Pekrun, R., Molfenter, S., Titz, W., & Perry, R. P. (2000, April). Emotions, learning, and achievement in university students: Longitudinal studies. Paper presented at the annual meeting of the American      Educational Research Association, New Orleans, LA.
• Titz, W., Ingrisch, M., Hausner, M., & Pekrun, R. (2000, September). Schulischer Leistungsstress und     Emotionen bei Jugendlichen [Academic stress and emotions in adolescence]. Paper presented at the 42nd congress of the German Psychological Society, Jena, Germany.
• Hladkyi, S., Perry, R.P., Pekrun, R., & Pelletier, S.T. (1999, April). Academic Boredom: Empirical links to motivation, perceived control, and scholastic achievement. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
• Pekrun, R., Titz, W., Molfenter, S., & Ingrisch, M. (1999, April). Developing concepts and measures of students' academic emotions: The 16 Academic Emotions Questionnaire. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
• Pekrun, R., Ingrisch, M., Molfenter, S., & Titz, W. (1999, September). Emotionen in universitären Lehrveranstaltungen: Theoriegeleitete Analysen zu Bedingungen und Wirkungen [Emotions in university courses: Theoretical analysis of antecedents and effects]. Paper presented at the 7th meeting of the division Educational Psychology, Freiburg, Switzerland.
• Pelletier, S. T., Perry, R. P., & Pekrun, R. (1999, April). Profiling goal orientations: Toward a further explanation of the mastery, performance-approach and performance-avoid motives. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
• Perry, R. P., Hladkyi, S., Chipperfield, J., & Pekrun, R. (1999, June). A longitudinal analysis of perceived control, health, and emotion in achievement settings. Paper presented at the Second International Conference on the Expression of Emotions in Health and Disease, Tilburg, The Netherlands.
• Taylor, J. R., Hladkyi, Perry, R. P., & Pekrun, R. (1999, April). Adapting to college environment: Primary and secondary control in the classroom. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
• Pekrun, R. (1998, October). Emotionen in Schule und Studium: Ein blinder Fleck der Unterrichts- und Entwicklungsforschung [Emotions at school and university: A neglected topic of research on development and instruction]. Paper presented at the symposium "Motivational psychology of the human life span“, Berlin, Germany.
• Pekrun, R., Hofmann, H., & Meinhardt, J. (1998, March). Emotions, learning, and academic achievement. Paper presented at the International Conference on Motivation: 6th Workshop on Achievement and Task Motivation, Thessaloniki, Greece.
• Pekrun, R., Hofmann, H., & Meinhardt, J. (1998, April). The impact of emotions on students' learning and achievement. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
• Pekrun, R., Ingrisch, M., Grob, S., & Titz, W. (1998, September). Emotionen im Studium: Entwicklung der Regensburger Skalen zu Lern- und Prüfungsemotionen [Students’ emotions at university: Construction of the Regensburg scales on learning-related and test-related emotions]. Paper presented at the 41st congress of the German Psychological Society, Dresden, Germany.
• Perry, R. P., Hladkyj, S., & Pekrun, R. (1998, April). Action control and perceived control in the academic achievement of college students: A longitudinal field study. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
• Pintrich, P. R., Zakano, A., Schiefele, U., & Pekrun, R. (1998, June). Goal orientation and self-regulated learning in the college classroom. Paper presented at the International Conference on the Application of Psychology to the Quality of Learning and Teaching, Hong Kong, China.
• Hofmann, H., & Pekrun, R. (1997, July). Emotions, motivation and learning behavior when approaching an exam - inter- and intraindividual perspectives. Paper presented at the 18th Conference of the Stress and Anxiety Research Society, Düsseldorf, Germany.
• Zakano, A., Pintrich, P., Schiefele, U., & Pekrun, R. (1997, August). Goal orientation and self-regulated learning in the college classroom. Paper presented at the American Psychological Association convention, Chicago, IL.

1992 – 1996

• Hofmann, H., & Pekrun, R. (1996, September). Emotion, Motivation und Prüfungsleistung bei Studenten: Eine idiographisch-nomothetische Tagebuchstudie [Emotion, motivation and students’ achievement at exams: An idiographic-nomothetic diary study]. Paper presented at the 40st congress of the German Psychological Society, Munich, Germany.
• Pekrun, R., & Hofmann, H. (1996, April). Affective and motivational processes: Contrasting interindividual and intraindividual perspectives. Paper presented at the annual meeting of the American Educational Research Association, New York.
• Schiefele, U., Bönisch, R., Heinen, S., Pintrich, P., & Pekrun, R. (1996, August). Learning in a university lecture: Motivation, strategies, beliefs, and achievement. Paper presented at the International Congress of Psychology, Montreal, Canada.
• Pekrun, R. (1995, May). Ziffernzensuren oder Berichtszeugnisse? Drei kritische Anmerkungen zur Annahme unterschiedlicher Wirkungen [Grades or verbal reports? Three critical commentaries of the hypothesis of differential effects]. Invited contribution to the symposium "Education in the process of historical changes in SBZ, DDR und the new German states”, Berlin, Germany.
• Pekrun, R. (1995, July). Stress-related emotions, learning and achievement: Enlarging research on students' emotions beyond test anxiety. Paper presented at the 16th Conference of the Stress and Anxiety Research Society, Prague, Czech Republic.
• Pekrun, R. (1995, July). Emotions in achievement settings: Two studies on students' learning-related and test-related emotions. Paper presented at the 4th European Congress of Psychology, Athens, Greece.
• Pekrun, R. (1994, September). Lern- und Leistungsemotionen, habituelle Lernprozesse und Studienleistung [Learning-related and achievement-related emotions, learning, and university students’ academic achievement]. Poster presented at the 39th congress of the German Psychological Society, Hamburg, Germany.
• Pekrun, R. (1993, September). Lern- und Leistungsemotionen jenseits von Prüfungsangst: Skalenentwicklungen und Bereichsanalysen [Learning-related and achievement-related emotions – other than test anxiety: Scale construction and domain analysis]. Paper presented at the 4th meeting of the division Educational Psychology [Fachgruppe Pädagogische Psychologie], Mannheim.
• Pekrun, R., & Hochstadt, M. (1993, April). Exploring and measuring test emotions: Development of  the Six Test Emotions Questionnaire (6TEQ). Paper presented at the 14th Conference of the Stress and Anxiety Research Society, Cairo, Egypt.
• Pekrun, R. (1992, April). Educational environments and intrinsic/extrinsic academic motivation: Expectancy-value theory and longitudinal evidence. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.
• Pekrun, R. (1992, September). Der Einfluss von Emotionen auf Lernen und Leistung [The impact of emotions on learning and achievement]. Paper presented at the 38th congress of the German Psychological Society , Trier, Germany.
• Pekrun, R., & Jerusalem, M. (1992, September). Emotion und Kognition im Leistungskontext [Symposium entitled „Emotion and cognition in achievement settings“]. 38th Congress of the German Psychological Society, Trier, Germany.

1980 – 1991

• Pekrun, R. (1991, August). Facets of academic motivation: A longitudinal expectancy-value approach. Paper presented at the 4th European Conference for Research on Learning and Instruction, Turku, Finland.
• Pekrun, R., & Frese, M. (1991, September). Emotion und Leistung: Grundzüge einer allgemeinen Zwei-Prozess-Theorie [Emotions and achievement: Basic assumptions of a general two-process theory]. Paper presented at the 3rd meeting of the division Educational Psychology [Fachgruppe Pädagogische Psychologie], Cologne, Germany.
• Pekrun, R. (1990, April). Schulleistung, Entwicklungsumwelten und Prüfungsangst [Academic achievement, developmental environments and test anxiety]. Paper presented at the symposium „Schools and personality development“, Munich.
• Pekrun, R. (1990, April). Scholastic achievement and students' self-concepts. Paper presented at the annual meeting of the American Educational Research Association, Boston, MA.
• Pekrun, R. (1990, July). Achievement-related emotions - anxiety and beyond. Paper presented at the 11th International Conference of the Society for Test Anxiety Research, Berlin, Germany.
• Pekrun, R. (1990, September). Explorative Analysen zu Kognitions-Emotions-Beziehungen in leistungsbezogenen Studiensituationen [Exploratory analysis of relations between cognition and emotion in achievement settings at university]. Paper presented at the 37th congress of the German Psychological Society, Kiel, Germany.
• Pekrun, R., & Helmke, A. (1990, April). Schule und Persönlichkeitsentwicklung: Theoretische Perspektiven und Forschungsstand [Schools and personality development: Theoretical perspectives and empirical findings]. Paper presented at the symposium "Schools and personality development“, Munich, Germany.
• Pekrun, R. (1989, September). Leistungsrelevante Motivation von Schülern: Strukturen und Entwicklungen [Students’ achievement motivation: Dimensions and development]. Paper presented at the 3rd meeting of the division Educational Psychology [Fachgruppe Pädagogische Psychologie], Munich, Germany.
• Pekrun, R. (1988, June). Self-concept development of adolescents. Poster presented at the 3rd European Conference on Developmental Psychology, Budapest, Hungary.
• Pekrun, R. (1988, July). Family correlates of students' test anxiety: Theory and evidence. Paper presented at the 9th conference of the Society for Test Anxiety Research, Padova, Italy.
• Pekrun, R. (1987, June). Test anxiety and achievement: A longitudinal analysis. Paper presented at the conference "Advances of Test Anxiety Research", Bergen, Norway.
• Pekrun, R. (1987, September). Selbstkonzeptentwicklung im Jugendalter: Umwelteinflüsse in Familie und Schule [Self-concept development in adolescence: School and family influences]. Paper presented at the 8th meeting of the division Developmental Psychology [Fachgruppe Entwicklungspsychologie], Bern, Switzerland.
• Pekrun, R. (1987, September). Pädagogische Umwelten und Prüfungsangstentwicklung: Ein transaktionales Modell [Educational environments and the development of test anxiety: A transactional model]. Paper presented at the joint meeting of the division Educational Psychology [Fachgruppe Pädagogische Psychologie] und the Society for Empirical Educational Research [Arbeitsgemeinschaft für Empirische Pädagogische Forschung], Tübingen, Germany.
• Pekrun, R. (1985, September). Unterrichtsklima und Schülerpersönlichkeit [Instructional climate and student personality]. Paper presented at the meeting of the division Educational Psychology [Fachgruppe Pädagogische Psychologie], Trier, Germany.
• Pekrun, R. (1984, May). Motivational personality traits in expectancy-value theorizing: A model and some school-related data. Paper presented at the 2nd European Conference on Personality, Bielefeld, Germany.
• Pekrun, R. (1984, June). Classroom climate and test anxiety: Developmental validity of expectancy-value theory of anxiety. Paper presented at the 5th International Conference of the Society for Test Anxiety Research, Leiden, The Netherlands.
• Pekrun, R. (1984, August). Waldorf and traditional schools: Extending the scope of school systems research. Paper presented at the Inaugural European Conference on Developmental Psychology, Groningen, The Netherlands.
• Pekrun, R. (1984, September). Erwartungs-wert-theoretische Überlegungen zur Angstgenese [Expectancy-value theory of anxiety]. Paper presented at the 34th congress of the German Psychological Society, Wien, Austria.
• Pekrun, R. (1983, May). An expectancy-value model of anxiety and an empirical test. Paper presented at the 4th International Conference of the Society for Test Anxiety Research, Leuven, Belgium.
• Pekrun, R. (1982, September). Wie valide ist das attributionstheoretische Motivationsmodell? Eine Überprüfung an schulischen Persönlichkeitsmerkmalen, Leistungsattributionen und Erfolgs- und Mißerfolgsaffekten bei Schülern [On the validity of attributional models of human motivation]. Paper presented at the 33rd congress of the German Psychological Society, Mainz, Germany.
• Pekrun, R. (1980, September). Waldorfschule, staatliches Schulsystem und die Entwicklung schulbezogener Persönlichkeitsmerkmale von Schülern [Waldorf schools, state schools, and students’ personality development]. Paper presented at the 32nd congress of the German Psychological Society, Zürich, Switzerland.