Origin, direction and impact of emotions in social online learning

By Marold Wosnitza, Simone E. Volet. 2005

153 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/136302a00ade46c7e3a9c5f3e9974202fb2ab1b9

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

‘I don’t think I could, you know, just teach without any emotion’: exploring the nature and origin of university teachers’ emotions (2014, background): “An object triggers emotions in that context and that ‘object’ is frequently a person or a group of people (I-h/she or I-them emotions, Wosnitza and Volet 2005).”
Understanding Difficulties and Resulting Confusion in Learning: An Integrative Review (2018, background): “Emotions are less obvious to teachers when there are many students or when they interact with students via electronic methods (Wosnitza and Volet, 2005).”
Activity Achievement Emotions and Academic Performance: A Meta-analysis (2021, background): “Evidence suggests that emotions can be triggered in different ways and by different objects (Wosnitza and Volet 2005), as emotions can be directed at technology devices (e.g., frustration towards a slowprocessing computer; or anger elicited by a poor internet connection) or towards…”
Adult learners’ emotions in online learning (2008, background): “…positive and negative emotions inhibit or enhance online learning (Allan & Lawless, 2003; Conrad, 2002; O’Regan, 2003); and how the sources, range, and impact of learners’ emotional experiences influence various manifestations of online learning (Järvenoja & Järvelä, 2005; Wosnitza & Volet, 2005).”
Regulation and socio-emotional interactions in a positive and a negative group climate (2018, background): “Students assigned to work in groups can experience a range of emotions connected to themselves, the task itself, the task context or environment, one or more other group members, or the group’s collective strategies as a whole (Järvenoja and Järvelä 2005; Wosnitza and Volet 2005).”