International handbook of emotions in education.

By Reinhard Pekrun, Lisa Linnenbrink-Garcia. 2014

1,356 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1e334379a6d05bf9cae4d707a136a9f00a78d3e4

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In Education

In Social Psychology

Citations in the corpus

Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects. (2017, background): “The findings are congruent with previous evidence showing that emotions and academic achievement are correlated (Goetz & Hall, 2013; Pekrun & Linnenbrink-Garcia, 2014; Zeidner, 1998).”
The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement (2018, background): “Enjoyment refers to ‘the sense of satisfaction and reward generated from the activity and/or the outcome of the activity’ (Ainley and Hidi 2014, 206).”
Advanced learners’ foreign language-related emotions across the four skills (2018, background): “…literature, there is an increasing interest in emotions experienced in connection with academic success and in different academic subjects (Pekrun & Linnenbrink-Garcia, 2014; Schutz & Pekrun, 2007), while in the field of applied linguistics, language learning related enjoyment has gained…”
A mixed-method approach to the assessment of teachers’ emotions: development and validation of the Teacher Emotion Questionnaire (2018, background): “…shortcomings, such as dependence on verbal understanding of questions, willingness or ability of people to accurately report their emotions, limitations to only those emotions that are consciously represented in one’s mind, and reliance on one-shot recall (Pekrun & Linnenbrink-Garcia, 2014).”
Teachers’ emotions and emotional authenticity: do they matter to students’ emotional responses in the classroom? (2020, background): “Recent years saw an impressive uptick in investigations on discrete emotions of both teachers and students (for an overview see Pekrun & Linnenbrink-Garcia, 2014).”
Teachers’ emotional labour, discrete emotions, and classroom management self-efficacy (2018, methodology): “…Linnenbrink-Garcia, 2014); however, there is still a lack of research establishing empirical relationships between teachers’ emotional labour strategies and their discrete emotions with the exception of two studies to our knowledge (Keller, Chang, Becker, Goetz, & Frenzel, 2014; Lee et al., 2014).”