Inquiry on Emotions in Education

By P. Schutz, J. Decuir. 2002

253 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/159a0017b71d7091da3c23a191dcf657db5a6fe3

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In Education

Citations in the corpus

Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, background): “…and deactivating achievement-related emotion known to impact usually adversely on student engagement and performance, the formal study of academic boredom was a largely neglected and underdeveloped field (Schutz and DeCuir, 2002; Schutz and Pekrun, 2007; Linnenbrink-Garcia and Pekrun, 2011).”
Expectancy-value theory: retrospective and prospective (2010, background): “Expectancies, Values, and Emotions As previous authors have noted (Schutz & DeCuir, 2002; Schutz & Lanehart, 2002; Pekrun, 2006, 2009), there is a growing need to understand the associations between emotions and achievement motivation.”
Quality of parental support and students’ emotions during homework: Moderating effects of students’ motivational orientations (2007, background): “Emotions have been recognized as an integral part of virtually every learning process ( Schutz & DeCuir, 2002 ); therefore, several efforts have been made to clarify when and how emotions arise in different learning contexts.”
Reflections on Investigating Emotion in Educational Activity Settings (2006, background): “Another area of study suggested by Schutz and DeCuir (2002) is a consideration of how student race and ethnicity issues transact with emotions.”
Perceived control and emotions: interactive effects on performance in achievement settings (2008, background): “This omission has been underscored by researchers suggesting that other emotions must be considered to more fully comprehend students’ academic experiences (Pekrun et al. 2002a; Schutz and DeCuir 2002; Turner et al. 2002).”
Love and enjoyment in context: four case studies of adolescent EFL learners (2018, unknown): “More specifically, given the power of school to create the context for various emotional experiences which can influence learning (Schutz & DeCuir, 2002), the aim of the present study is to gain insights into adolescent students’ English language learning emotions and into the ways in which…”
The role of students’ emotions in formal feedback situations (2008, background): “A growing, but still relatively small body of research has started to underscore the importance of attending to student experiences and emotions in contexts and interactions that characterize learning in higher education, in general terms (Ingleton 1999 ; Taylor 2001 ; Schutz and DeCuir 2002 ), i”