We are delighted to showcase some of the latest research by Division 5 Members.

If Division 5 Members would like to submit their journal article information, please email to iaapdiv5 at

Required Content: 1) Headline (e.g., "New Findings on Achievement Goals and Achievement"); 2) Article Title; 3) Abstract; 4) Citation Details (with DOI)


New Findings on Achievement Goals and Achievement Emotions

A theoretical model linking achievement goals to discrete achievement emotions is proposed. The model posits relations between the goals of the trichotomous achievement goal framework and 8 commonly experienced achievement emotions organized in a 2 (activity/outcome focus) × 2 (positive/negative valence) taxonomy. Two prospective studies tested the model in German and American college classrooms. The results were largely in line with the hypotheses. Mastery goals were positive predictors of enjoyment of learning, hope, and pride and were negative predictors of boredom and anger. Performance-approach goals were positive predictors of pride, whereas performance-avoidance goals were positive predictors of anxiety, hopelessness, and shame. The results were consistent across studies and robust when controlled for gender, GPA, social desirability, temperament, and competence expectancy. The research is discussed with regard to the underdeveloped literature on achievement emotions and with regard to the motivation and emotion research domains more broadly. Source: 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. doi: 10.1037/0022-0663.98.3.583


Learning Disabilities, ADHD, and Executive Functioning:

Understanding Academically At-Risk Students’ Learning, Motivation, and Engagement

 Guest Editors: Andrew J. Martin, Kristie J. Newton, Rayne Sperling

Complete Call Details, CEDP Special Issue Call for Papers October 2014.pdf

This Special Issue to Contemporary Educational Psychology (CEP) focuses on students with learning disabilities, attention-deficit/hyperactivity disorder (ADHD), or other executive function disorders – and their learning, motivation, and engagement. The Special Issue is to be demarcated into three sub-sections, each led by a member of the Guest Editorial team:

1.     Learning Disabilities: Led by Kristie J. Newton

2.     ADHD: Led by Andrew J. Martin

3.     Other Executive Function Disorders: Led by Rayne Sperling

 As relevant to students with learning disabilities, ADHD, or other executive functioning disorders, we seek empirical contributions in the areas of:

·       Motivation and engagement

·       Learning (domain-general learning or domain-specific learning such as in mathematics etc.)

·       Intervention or measurement relevant to their learning, motivation, and engagement

 All submissions will be peer reviewed by 2 reviewers (one being a member of the CEP Board, one being a non-CEP reviewer) and by the section Editor. All manuscripts will be expected to meet CEP’s standards for publication.

Author instructions and submission portal are at: (select ‘Special Issue’ in article type).

Information on CEP Aims and Scope are overleaf, and at:

Submissions close: April 30th 2015

Enquiries can be directed to Andrew J. Martin: andrew.martin at