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Psychology
Austria
2026

D-Index & Metrics

Psychology

D-Index
70
Citations
32367
World Ranking
2227
National Ranking
5

Research.com Recognitions

  • 2026 - Research.com Psychology in Austria Leader Award
  • 2025 - Research.com Psychology in Austria Leader Award
  • 2023 - Research.com Psychology in Austria Leader Award
  • 2022 - Research.com Psychology in Austria Leader Award

Overview

Thomas Goetz is affiliated with the University of Vienna in Austria. Their research spans multiple areas within psychology and social sciences, with primary focuses on social psychology, experimental and cognitive psychology, education, cognitive neuroscience, and clinical psychology.

The scientist's work addresses a range of topics, such as:

  • Education, Achievement, and Giftedness
  • Grit, Self-Efficacy, and Motivation
  • Mind wandering and attention
  • Early Childhood Education and Development
  • Motivation and Self-Concept in Sports
  • Communication in Education and Healthcare
  • Perfectionism, Procrastination, Anxiety Studies

Thomas Goetz has published extensively in several academic journals. Frequently appearing venues include:

  • Educational Psychology Review
  • Learning and Instruction
  • Frontiers in Psychology
  • The Journal of Experimental Education
  • Learning and Individual Differences

Some of their recent papers are:

  • "A three-dimensional taxonomy of achievement emotions," 2022, Journal of Personality and Social Psychology
  • "The AEQ-S: A short version of the Achievement Emotions Questionnaire," 2020, Contemporary Educational Psychology
  • "Test Anxiety and Physiological Arousal: A Systematic Review and Meta-Analysis," 2020, Educational Psychology Review
  • "Adaptability Promotes Student Engagement Under COVID-19: The Multiple Mediating Effects of Academic Emotion," 2021, Frontiers in Psychology
  • "Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students' emotions," 2020, Learning and Instruction

The scientist collaborates regularly with several co-authors, including:

  • Reinhard Pekrun
  • Anne C. Frenzel
  • Maik Bieleke
  • Maike Krannich
  • Anastasiya A. Lipnevich

Thomas Goetz's research contributions primarily engage with understanding emotional and motivational aspects in educational and psychological contexts. Their work on achievement emotions and student engagement intersects with broader educational psychology frameworks and cognitive emotional regulation studies.

Best Publications

  • Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research

    Reinhard Pekrun;Thomas Goetz;Wolfram Titz;Raymond P. Perry

  • Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)

    Reinhard Pekrun;Thomas Goetz;Anne C. Frenzel;Petra Barchfeld

  • Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.

    Reinhard Pekrun;Thomas Goetz;Lia M. Daniels;Robert H. Stupnisky

  • The Control-Value Theory of Achievement Emotions: An Integrative Approach to Emotions in Education

    Reinhard Pekrun;Anne C. Frenzel;Thomas Goetz;Raymond P. Perry

  • Emotional transmission in the classroom : exploring the relationship between teacher and student enjoyment

    Anne C. Frenzel;Thomas Goetz;Oliver Lüdtke;Reinhard Pekrun

  • Achievement emotions and academic performance: longitudinal models of reciprocal effects

    Reinhard Pekrun;Reinhard Pekrun;Stephanie Lichtenfeld;Herbert W. Marsh;Herbert W. Marsh;Kou Murayama;Kou Murayama

  • Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics

    Anne C. Frenzel;Reinhard Pekrun;Thomas Goetz

  • Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms.

    Anne C. Frenzel;Reinhard Pekrun;Thomas Goetz

  • Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context

    Anne C Frenzel;Thomas Goetz;Reinhard Pekrun;Helen Margaret Gilchrist Watt

  • Academic emotions from a social‐cognitive perspective: Antecedents and domain specificity of students' affect in the context of Latin instruction

    Thomas Goetz;Reinhard Pekrun;Nathan Hall;Ludwig Haag

  • The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis ☆

    Eva Susann Becker;Thomas Goetz;Vinzenz Morger;John Ranellucci

  • Beyond test anxiety: Development and validation of the test emotions questionnaire (TEQ)

    Reinhard Pekrun;Thomas Goetz;Raymond P. Perry;Klaudia Kramer

  • Between- and within-domain relations of students' academic emotions.

    Thomas Goetz;Anne C. Frenzel;Reinhard Pekrun;Nathan C. Hall

  • Boredom and academic achievement: Testing a model of reciprocal causation

    Reinhard Pekrun;Nathan C. Hall;Thomas Goetz;Raymond P. Perry

  • Gender Differences in Gifted and Average-Ability Students: Comparing Girls' and Boys' Achievement, Self-Concept, Interest, and Motivation in Mathematics.

    Franzis Preckel;Thomas Goetz;Reinhard Pekrun;Michael Kleine

  • “My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures

    Katarzyna Gogol;Martin Brunner;Thomas Goetz;Romain Martin

  • Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment

    Thomas Goetz;Anne C. Frenzel;Nathan C. Hall;Reinhard Pekrun

  • Do Girls Really Experience More Anxiety in Mathematics

    Thomas Goetz;Madeleine Bieg;Oliver Lüdtke;Reinhard Pekrun

  • Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES)

    Anne C. Frenzel;Reinhard Pekrun;Thomas Goetz;Lia M. Daniels

  • Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment

    Anne C. Frenzel;Betty Becker-Kurz;Reinhard Pekrun;Thomas Goetz

  • of Achievement Emotions: An Integrative Approach to Emotions in Education

    Reinhard Pekrun;Anne C. Frenzel;Thomas Goetz;Raymond P. Perry

Frequent Co-Authors

Reinhard Pekrun
Reinhard Pekrun Australian Catholic University
Anne C. Frenzel
Anne C. Frenzel Ludwig-Maximilians-Universität München
Nathan C. Hall
Nathan C. Hall McGill University
Raymond P. Perry
Raymond P. Perry University of Manitoba
Franzis Preckel
Franzis Preckel University of Trier
Oliver Lüdtke
Oliver Lüdtke Leibniz Institute for Science and Mathematics Education
Robert H. Stupnisky
Robert H. Stupnisky University of North Dakota
Kou Murayama
Kou Murayama University of Reading
Krista R. Muis
Krista R. Muis McGill University
Moshe Zeidner
Moshe Zeidner University of Haifa

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