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Thomas Goetz

Full Professor

Universität Wien

Austria

Research Interests

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Professors in Austria Professors in Psychology Psychology professors in Austria

About

Thomas Goetz is a Full Professor at the University of Vienna, Austria. His research areas include student emotions, boredom in educational contexts, and the relationships between academic challenge and achievement. He has recently explored topics such as the impact of parents’ academic expectations on students’ achievement emotions and the interplay between boredom and creativity. Professor Goetz's work aims to enhance understanding of emotional dynamics within educational settings and their effects on learning outcomes.

Articles (34)

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Collaborators (24)

Annette Lohbeck

Deputy of Professorship

Technische Universität Dortmund

GERMANY

Thomas Goetz

Research Interests

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About

Articles (34)

High math anxiety is associated with lower math achievement across 90 countries: An individual participant data meta-analysis of representative student and adult samples.

Test boredom while working on difficult versus easy tasks: The same emotion but different effects on performance.

Teachers’ situational joy, anger, and achievement goals linked by control- and value-appraisals

Fitting in and feeling good: Reciprocal associations between peer acceptance and emotions in the classroom

Parents’ academic expectations and aspirations predict students’ achievement emotions.

“Why am I doing this anyway?” A control-value perspective on boredom in endurance sports

Investigating the Relationship Between Boredom and Creativity: The Role of Academic Challenge

Spiritual boredom is associated with over- and underchallenge, lack of value, and reduced motivation

How Similar Are Students’ Aggregated State Emotions to Their Self-Reported Trait Emotions? Results from a Measurement Burst Design Across Three School Years

Exploring antecedents of student teachers' emotions during instructional experiences: A situation-specific analysis

Beyond the blues: The protective influence of adaptability and well-being on university students’ mental health.

Is Boredom the Opposite of Interest? A Longitudinal Reciprocal Effect Study

The Transfer of Teacher Training to Inclusive Classroom Practice: A Meta-Analytic SEM Approach

Methodologie und Forschungsmethoden wählen : Forschung als Entscheidungsprozess

Who loses motivation and who keeps it up? Investigating factors for changes in motivational profiles across multiple domains

A systematic review and multilevel meta-analysis of the relationship between boredom and arousal

Bedeutung von Emotionen in interprofessionellen Lehr- und Lernkontexten

Boredom due to being over- or under-challenged in mathematics: A latent profile analysis.

The Associations Between Discrete Emotions and Political Learning: A Cross-Disciplinary Systematic Review and Meta-Analysis

Do religiosity and spirituality differ in their relationship with crystallized intelligence? Evidence from the General Social Survey

Classroom emotions in civic education: A multilevel approach to antecedents and effects

Teachers emotionally profit from positive school leadership: Applying the PERMA-Lead model to the control-value theory of emotions

Assessing psychological variables on mobile devices: An introduction to the experience sampling app ESM-Quest.

How the predictors of math achievement change over time: A longitudinal machine learning approach.

Test boredom: Exploring a neglected emotion.

Control, anxiety and test performance: Self‐reported and physiological indicators of anxiety as mediators

Does Professional Development Effectively Support the Implementation of Inclusive Education? A Meta-Analysis

Measuring emotions in mathematics: the Achievement Emotions Questionnaire—Mathematics (AEQ-M)

A three-dimensional taxonomy of achievement emotions.

Developmental trajectories of achievement emotions in mathematics during adolescence

Feeling Politics at High School: Antecedents and Effects of Emotions in Civic Education

Can personality predict foreign language classroom emotions? The devil’s in the detail

School grades and students’ emotions: Longitudinal models of within-person reciprocal effects

Predictive validity of state versus trait challenge and boredom for career aspirations

Collaborators (24)

Annette Lohbeck

Ulrich Tran

Anne C. Frenzel

Herb Marsh

Wijnand Van Tilburg

Franzis Preckel

Samuel Greiff

Kou Murayama

Stephanie Lichtenfeld

Elisabeth Graf

Christina Ristl

Anna-Lena Roos

Fiona S Rupprecht

Jakob Pietschnig

Tim Mainhard

Annette Scheunpflug

Martin Brunner

Bjorn G. J. Wansink

Rosa Lavelle-Hill

Jana Nikitin

Kristina Stockinger

Timo Lüke

Takuya Yanagida

Lena Kristina Keller

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