Research graph
References from When fitness testing becomes personal: achievement emotions and participation orientations in compulsory university physical education. Local targets link to admitted publications; unresolved targets remain external evidence.
Students' perceptions of visibility in physical education
10.1177/1356336x211025874 · 2022 · External reference
An expansive learning approach to transforming traditional fitness testing in health and physical education: student voice, feelings and hopes
10.1080/25742981.2023.2183477 · 2024 · External reference
Student voice, expansive learning and transformative agency: an examination of the transformation of fitness testing pedagogies in health and physical education
10.1080/13573322.2025.2592832 · 2025 · External reference
Why assessment in physical education is still problematic: a critical interpretive synthesis of physical education assessment literature
10.1177/1356336x251374556 · 2026 · External reference
Using thematic analysis in psychology
10.1191/1478088706qp063oa · 2006 · External reference
One size fits all? What counts as quality practice in (reflexive) thematic analysis?
10.1080/14780887.2020.1769238 · 2021 · External reference
Fitness testing in physical education: a misdirected effort in promoting healthy lifestyles and physical activity?
10.1080/17408980701345782 · 2009 · External reference
Students' experiences of fairness in summative assessment: a study in a higher education context
10.1016/j.stueduc.2021.101118 · 2022 · External reference
Validation of the achievement emotions questionnaire for physical education (AEQ-PE)
10.3390/ijerph17124560 · 2020 · External reference
The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active
10.3389/fpsyg.2023.1253043 · 2023 · External reference
A shameful affair? A figurational study of the change room and showering culture connected to physical education in danish upper secondary schools
10.1080/13573322.2018.1564654 · 2020 · External reference
Students' experiences of fitness testing in secondary school physical education in England: a deweyan perspective
10.1080/13573322.2025.2524467 · External reference
The if, why and how of fitness testing in secondary school physical education in the United Kingdom
10.1177/1356336x231219937 · 2024 · External reference
Motivational profiles and students' achievement emotions during fitness testing in secondary school physical education in England
10.1080/1612197x.2025.2585162 · External reference
Structural equation model analysis of promoting physical activity behavior among college students: based on control-value theory of achievement emotions
10.3389/fpsyg.2025.1669445 · 2025 · External reference
‘But in PEH it still feels extra unfair': Students' experiences of equitable assessment and grading practices in physical education and health (PEH)
10.1080/13573322.2021.1965565 · External reference
‘Why don't you really learn anything in PEH?': students' experiences of valid knowledge and the basis for assessment in physical education and health (PEH)
10.1177/1356336x221084514 · External reference
How does assessment shape student identities? An integrative review
10.1080/03075079.2024.2334844 · 2025 · External reference
Assessment as a matter of being and becoming: theorising student formation in assessment
10.1080/03075079.2023.2257740 · 2024 · External reference
Pedagogical value and emotional impact of fitness testing in secondary physical education: student and teacher perspectives
10.3389/fspor.2026.1701809 · 2026 · External reference
The control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice
10.1007/s10648-006-9029-9 · 2006 · External reference
Control-value theory: from achievement emotion to a general theory of human emotions
10.1007/s10648-024-09909-7 · 2024 · External reference
Teaching with the test: using fitness tests to teach paradoxically in physical education
10.1177/1356336x241283796 · 2025 · External reference
Exploring achievement emotions in physical education: the potential for the control-value theory of achievement emotions
10.1080/00336297.2018.1542321 · 2019 · External reference
Negative emotions as predictors of behavioral outcomes in middle school physical education
10.1177/1356336x19879950 · 2020 · External reference
Do fitness test performances predict students' attitudes and emotions toward physical education?
10.1080/17408989.2019.1628932 · 2019 · External reference
Assessment for inclusion: rethinking contemporary strategies in assessment design
10.1080/07294360.2022.2057451 · 2023 · External reference
Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups
10.1093/intqhc/mzm042 · 2007 · External reference
Appraisal antecedents of shame and guilt: support for a theoretical model
10.1177/0146167206290212 · 2006 · External reference
An attributional theory of achievement motivation and emotion
10.1037/0033-295x.92.4.548 · 1985 · External reference
Student experiences of fitness testing in physical education: the role of self-concept
10.1177/00178969251330862 · 2025 · External reference
The psychological impact of fitness testing in physical education: a pilot experimental study among Australian adolescents
2023 · External reference
Chinese students' experiences of ‘high-stakes' assessment: the role of fitness testing
10.1080/17408989.2025.2449664 · 2025 · External reference
The basic psychological needs of fitness self-testing for Chinese male college students: a qualitative perspective
10.3389/fpsyg.2026.1865420 · 2026 · External reference
The effect of teacher autonomy support on leisure-time physical activity via cognitive appraisals and achievement emotions: a mediation analysis based on the control-value theory
10.3390/ijerph18083987 · 2021 · External reference
The control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice
10.1007/s10648-006-9029-9 · ExternalCitation · doi-reference
Control-value theory: from achievement emotion to a general theory of human emotions
10.1007/s10648-024-09909-7 · ExternalCitation · doi-reference
Students' experiences of fairness in summative assessment: a study in a higher education context
10.1016/j.stueduc.2021.101118 · ExternalCitation · doi-reference
An attributional theory of achievement motivation and emotion
10.1037/0033-295x.92.4.548 · ExternalCitation · doi-reference
Exploring achievement emotions in physical education: the potential for the control-value theory of achievement emotions
10.1080/00336297.2018.1542321 · ExternalCitation · doi-reference
Assessment as a matter of being and becoming: theorising student formation in assessment
10.1080/03075079.2023.2257740 · ExternalCitation · doi-reference
How does assessment shape student identities? An integrative review
10.1080/03075079.2024.2334844 · ExternalCitation · doi-reference
Assessment for inclusion: rethinking contemporary strategies in assessment design
10.1080/07294360.2022.2057451 · ExternalCitation · doi-reference
A shameful affair? A figurational study of the change room and showering culture connected to physical education in danish upper secondary schools
10.1080/13573322.2018.1564654 · ExternalCitation · doi-reference
‘But in PEH it still feels extra unfair': Students' experiences of equitable assessment and grading practices in physical education and health (PEH)
10.1080/13573322.2021.1965565 · ExternalCitation · doi-reference
Students' experiences of fitness testing in secondary school physical education in England: a deweyan perspective
10.1080/13573322.2025.2524467 · ExternalCitation · doi-reference
Student voice, expansive learning and transformative agency: an examination of the transformation of fitness testing pedagogies in health and physical education
10.1080/13573322.2025.2592832 · ExternalCitation · doi-reference
One size fits all? What counts as quality practice in (reflexive) thematic analysis?
10.1080/14780887.2020.1769238 · ExternalCitation · doi-reference
Motivational profiles and students' achievement emotions during fitness testing in secondary school physical education in England
10.1080/1612197x.2025.2585162 · ExternalCitation · doi-reference
Fitness testing in physical education: a misdirected effort in promoting healthy lifestyles and physical activity?
10.1080/17408980701345782 · ExternalCitation · doi-reference
Do fitness test performances predict students' attitudes and emotions toward physical education?
10.1080/17408989.2019.1628932 · ExternalCitation · doi-reference
Chinese students' experiences of ‘high-stakes' assessment: the role of fitness testing
10.1080/17408989.2025.2449664 · ExternalCitation · doi-reference
An expansive learning approach to transforming traditional fitness testing in health and physical education: student voice, feelings and hopes
10.1080/25742981.2023.2183477 · ExternalCitation · doi-reference
Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups
10.1093/intqhc/mzm042 · ExternalCitation · doi-reference
Student experiences of fitness testing in physical education: the role of self-concept
10.1177/00178969251330862 · ExternalCitation · doi-reference
Appraisal antecedents of shame and guilt: support for a theoretical model
10.1177/0146167206290212 · ExternalCitation · doi-reference
Negative emotions as predictors of behavioral outcomes in middle school physical education
10.1177/1356336x19879950 · ExternalCitation · doi-reference
Students' perceptions of visibility in physical education
10.1177/1356336x211025874 · ExternalCitation · doi-reference
‘Why don't you really learn anything in PEH?': students' experiences of valid knowledge and the basis for assessment in physical education and health (PEH)
10.1177/1356336x221084514 · ExternalCitation · doi-reference
The if, why and how of fitness testing in secondary school physical education in the United Kingdom
10.1177/1356336x231219937 · ExternalCitation · doi-reference
Teaching with the test: using fitness tests to teach paradoxically in physical education
10.1177/1356336x241283796 · ExternalCitation · doi-reference
Why assessment in physical education is still problematic: a critical interpretive synthesis of physical education assessment literature
10.1177/1356336x251374556 · ExternalCitation · doi-reference
Using thematic analysis in psychology
10.1191/1478088706qp063oa · ExternalCitation · doi-reference
The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active
10.3389/fpsyg.2023.1253043 · ExternalCitation · doi-reference
Structural equation model analysis of promoting physical activity behavior among college students: based on control-value theory of achievement emotions
10.3389/fpsyg.2025.1669445 · ExternalCitation · doi-reference
The basic psychological needs of fitness self-testing for Chinese male college students: a qualitative perspective
10.3389/fpsyg.2026.1865420 · ExternalCitation · doi-reference
Pedagogical value and emotional impact of fitness testing in secondary physical education: student and teacher perspectives
10.3389/fspor.2026.1701809 · ExternalCitation · doi-reference
Validation of the achievement emotions questionnaire for physical education (AEQ-PE)
10.3390/ijerph17124560 · ExternalCitation · doi-reference
The effect of teacher autonomy support on leisure-time physical activity via cognitive appraisals and achievement emotions: a mediation analysis based on the control-value theory
10.3390/ijerph18083987 · ExternalCitation · doi-reference