1Pekrun, R., Gortz, T., Titz, W., & Raymond, P. P. Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research [J]. Educational Psychologist, 2002; 37(2):91 - 105.
2Goetz, T., Frenzel, A. C., Hall, N. C., & Pekrun, R. Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment [J]. Contemporary Educational Psychology, 2008;(33):9 - 33.
3Goetz, T., Frenzel, A. C., Pekrun, R., & Hall, N. C. The Domain Specificity of Academic Emotional Experiences [J]. The Journal of Experimental Education, 2006;75(1):5 - 29.
8Abela, J. R. Z., & Seligman, M. E. P. (2000). The hopelessness theory of depression: A test of the diathesis-stress component in the interpersonal and achievement domains. Cognitive Therapy and Research, 24, 361-378.
9Ainley, M., Corrigan, M., & Richardson, N. (2005). Students, tasks, and emotions: Identifying the contribution of emotions to students' reading of popular culture and popular science texts. Learning and lnstruction, 15, 433-447.
10Ashby, F. G., Isen, A. M., & Turken, A. U. (1999). A neuropsychological theory of positive affect and its influence on cognition. Psychological Review, 106, 529-550.
2Pekrun R, Thomas Gortz, Wolfram Titz, et al. Academic emotions in studengs" self--regulated learning and achievement: A program of qualitative and quantitative re- search [J]. Educational Psychologist , 2002, (2): 91-- 105.