Emotion Research in Education: Theoretical and Methodological Perspectives on the Integration of Affect, Motivation, and Cognition

By Elizabeth A. Linnenbrink. 2006

318 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/04639a903d545be1c3932c657809cf95d2d691db

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. (2020, background): “Achievement emotions are multifaceted, containing affective, cognitive, physiological, and motivational components, and are distinct from moods which are of lower intensity, longer lasting, and often with no specific referent (Linnenbrink, 2006; Pekrun, 2006).”
“Pluto Has Been a Planet My Whole Life!” Emotions, Attitudes, and Conceptual Change in Elementary Students’ Learning about Pluto’s Reclassification (2013, background): “Researchers have argued that emotions must be measured in the moment (Linnenbrink, 2006).”
Handbook of Self-Regulation of Learning and Performance (2011, background): “43 24 /9 78 02 03 83 90 10 .c h3 refl ection phase of self-regulation because students use their emotional reactions and appraisals of the task to modify their future academic preparedness (Linnenbrink, 2006; Schutz & Lanehart, 2002).”
Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations (2012, background): “However, although much empirical work has been done in recent years with regard to the affective domain, there still is a lack of research on students’ emotions (for recent exceptions, see Efklides & Volet, 2005; Linnenbrink, 2006; Linnenbrink-Garcia & Pekrun, 2011; Pekrun, Goetz, Titz, & Perry, 2”
What do teachers think and feel when analyzing videos of themselves and other teachers teaching (2013, background): “However, they are criticized for their external validity (Linnenbrink, 2006).”
Linking academic emotions and student engagement: mature-aged distance students’ transition to university (2015, background): “These relationships between motivation, affect and learning are widely agreed to be reciprocal (Linnenbrink 2006; Meyer and Turner 2006), with Schutz et al. (2006) suggesting that, given the strength of the influences, it is difficult to consider them as distinct constructs.”
Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment (2006, background): “This increased interest is reXected in three recent special issues (Efklides & Volet, 2005; Linnenbrink, 2006; Schutz & Lanehart, 2002) and an edited volume (Schutz & Pekrun, in press) on this topic.”
Emotions, Self-Regulated Learning, and Achievement in Mathematics: A Growth Curve Analysis (2013, background): “In just less than a decade, four special issues (Efklides & Volet, 2005; Linnenbrink, 2006; Linnenbrink-Garcia & Pekrun, 2011; Schutz & Lanehart, 2002) and two edited volumes (Schutz & Pekrun, 2007; Schutz & Zembylas, 2009) on emotions in education have appeared.”
Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning (2012, background): “With this finding in mind, several educational researchers have developed and modified theories of learning and motivation that integrate the notion of achievement emotions (e.g., Dai & Sternberg, 2004; Linnenbrink, 2006; Linnenbrink & Pintrich, 2002, 2004; Pekrun, Elliot, & Maier, 2006; Pekrun et a”
Emotional Competence and its Influences on Teaching and Learning (2010, background): “, Linnenbrink 2006). For example, according to the control value theory of achievement emotions proposed by Pekrun (2006), individual’s appraisals of control and their values regarding achievement are central to the arousal of emotions associated with learning in school.”
Dynamics of affective states during complex learning (2012, background): “Fortunately, theoretical frameworks that predict systematic relationships between affective and cognitive states during complex learning are beginning to emerge in the fields of psychology (Deci & Ryan, 2002; Dweck, 2002; Immordino-Yang & Damasio, 2007), education (Buff, Reusser, Rakoczy, & Pauli, 2”
Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction (2008, background): “…(Ford, 1992; Pintrich, 2003b; Schutz, Hong, Cross, & Osbon, 2006), and it is thought that differences in people’s goals, emotions, beliefs and values predict differential behaviour and engagement (Eccles & Wigfield, 2002; Ford, 1992; Linnenbrink, 2006; Pintrich, 2003b; Schutz et al., 2006).”
Student engagement in the educational interface: understanding the mechanisms of student success (2018, background): “Appreciating students’ emotional responses is essential to understanding and theorising student experiences (Linnenbrink, 2006).”