Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course

By Chanmin Kim, Charles B. Hodges. 2012

116 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2d8b0bc1a1b9b03b3a0517a05ab14655a7cf26ce

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Emotions about Teaching about Human-Induced Climate Change (2013, background): “For example, a recent study by Kim and Hodges (2012) showed that individuals subjected to a treatment promoting emotional self-control experienced a greater degree of positive academic emotions (i.e. enjoyment and pride) and interest in mathematics.”
Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course (2015, background): “Kim and Hodges (2012) found positive relationships between positive emotions and motivation but negative relationships between negative emotions and motivation in online learning environments.”
Activity Achievement Emotions and Academic Performance: A Meta-analysis (2021, background): “These results are consistent with the idea that anger undermines motivation (Pekrun et al. 2011; Kim and Hodges 2012), and potentially reduces students’ willingness to learn (Darban and Polites 2016), leading to low performance.”
Facilitators or suppressors: Effects of experimentally induced emotions on multimedia learning (2016, background): “…empirical studies thus far are inconsistent regarding negative emotions with some studies reporting an increase of extrinsic motivation (Pekrun et al., 2002), and others reporting a decrease in intrinsic motivation and the willingness to learn (Kim & Hodges, 2012; Turner, Thorpe, & Meyer, 1998).”
STEM Motivation Interventions for Adolescents: A Promising Start, but Further to Go (2016, background): “Many researchers attributed the mixed results of their programs to them not lasting long enough (e.g., C. Kim & Hodges, 2012; Pedersen & Williams, 2004; Shen, 2009; Star et al., 2014) or to not utilizing a high-enough dosage (e.g., Moote, Williams, & Sproule, 2013; Ramdass & Zimmerman, 2008; Wyss,…”
Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses (2017, background): “Several studies found that providing scaffolding for these strategies can support SRL and raise achievement (Azevedo, Moos, Greene, Winters, & Cromley, 2008; Kim & Hodges, 2012; Taub, Azevedo, Bouchet, & Khosravifar, 2014).”