Nathan C. Hall
Cited by
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Academic emotions from a social‐cognitive perspective: Antecedents and domain specificity of students' affect in the context of Latin instruction
T Goetz, R Pekrun, N Hall, L Haag
British Journal of Educational Psychology 76 (2), 289-308, 2006
Between-and within-domain relations of students' academic emotions.
T Goetz, AC Frenzel, R Pekrun, NC Hall, O Lüdtke
Journal of Educational Psychology 99 (4), 715, 2007
Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions
H Wang, NC Hall, S Rahimi
Teaching and Teacher Education 47, 120-130, 2015
Do girls really experience more anxiety in mathematics?
T Goetz, M Bieg, O Lüdtke, R Pekrun, NC Hall
Psychological science 24 (10), 2079-2087, 2013
Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment
T Goetz, AC Frenzel, NC Hall, R Pekrun
Contemporary Educational Psychology 33 (1), 9-33, 2008
Boredom and Academic Achievement: Testing a Model of Reciprocal Causation.
R Pekrun, NC Hall, T Goetz, RP Perry
Journal of Educational Psychology, 2014
Coping with boredom in school: An experience sampling perspective
UE Nett, T Goetz, NC Hall
Contemporary educational psychology 36 (1), 49-59, 2011
Academic self-concept and emotion relations: Domain specificity and age effects
T Götz, H Cronjäger, AC Frenzel, O Lüdtke, NC Hall
Contemporary Educational Psychology 35 (1), 44-58, 2010
The domain specificity of academic emotional experiences
T Götz, AC Frenzel, R Pekrun, NC Hall
The Journal of Experimental Education 75 (1), 5-29, 2006
Optimism and Attributional Retraining: Longitudinal Effects on Academic Achievement, Test Anxiety, and Voluntary Course Withdrawal in College Students1
JC Ruthig, RP Perry, NC Hall, S Hladkyj
Journal of Applied Social Psychology 34 (4), 709-730, 2004
Antecedents of everyday positive emotions: An experience sampling analysis
T Goetz, AC Frenzel, H Stoeger, NC Hall
Motivation and Emotion 34 (1), 49-62, 2010
Types of boredom: An experience sampling approach
T Goetz, AC Frenzel, NC Hall, UE Nett, R Pekrun, AA Lipnevich
Motivation and Emotion, 1-19, 2014
Primary and secondary control in academic development: Gender-specific implications for stress and health in college students
NC Hall, JG Chipperfield, RP Perry, JC Ruthig, T Goetz
Anxiety, stress, and coping 19 (2), 189-210, 2006
Perceived (academic) control and scholastic attainment in higher education
RP Perry, NC Hall, JC Ruthig
Higher education: Handbook of theory and research, 363-436, 2005
Perceived control and emotions: Interactive effects on performance in achievement settings
JC Ruthig, RP Perry, S Hladkyj, NC Hall, R Pekrun, JG Chipperfield
Social Psychology of Education 11 (2), 161-180, 2008
The role of attributional retraining and elaborative learning in college students' academic development
NC Hall, S Hladkyj, RP Perry, JC Ruthig
The Journal of Social Psychology 144 (6), 591-612, 2004
Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes
T Goetz, UE Nett, SE Martiny, NC Hall, R Pekrun, S Dettmers, U Trautwein
Learning and Individual Differences 22 (2), 225-234, 2012
Control striving in older adults with serious health problems: A 9-year longitudinal study of survival, health, and well-being.
NC Hall, JG Chipperfield, J Heckhausen, RP Perry
Psychology and Aging 25 (2), 432, 2010
A hierarchical conceptualization of enjoyment in students
T Goetz, NC Hall, AC Frenzel, R Pekrun
Learning and Instruction 16 (4), 323-338, 2006
Reducing the academic risks of over-optimism: The longitudinal effects of attributional retraining on cognition and achievement
TL Haynes, JC Ruthig, RP Perry, RH Stupnisky, NC Hall
Research in Higher Education 47 (7), 755, 2006
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