- Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child development, 88(5), 1653-1670. https://doi.org/10.1111/cdev.12704
Children need time to get bored, do less extracurricular activities so they don’t get overworked.
A longitudinal study with school children from 5 to 9 grade in Germany, showed that emotions affect academic achievement. Thus, ‘adolescents’ math-related positive emotions (enjoyment and pride) positively predicted their subsequent end-of-the-year math grades, and grades, in turn, positively predicted the development of positive emotions. Math-related negative emotions (anger, anxiety, shame, boredom, and
hopelessness) were negative predictors of subsequent math grades, and grades, in turn, were a negative predictor for the development of negative emotions’. (Source: https://wiley.altmetric.com/details/16219450)