Academic Emotions and Student Engagement

By Reinhard Pekrun, Lisa Linnenbrink-Garcia. 2012

990 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3cb74a9c408b1657ea50fd3f3846bb9ca7c215c3

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Adaptive Motivation and Emotion in Education (2016, background): “Furthermore, the downstream consequences of students’ emotions relate to their engagement and learning (Pekrun & Linnenbrink-Garcia, 2012).”
Student engagement in the educational interface: understanding the mechanisms of student success (2018, background): “Emotions within the interface also include social emotions, those related to people such as admiration and empathy (Pekrun & Linnenbrink-Garcia, 2012).”
Towards an Understanding of STEM Engagement: a Review of the Literature on Motivation and Academic Emotions (2019, background): “Academic emotions are similarly multifaceted phenomena including affective, cognitive, physiological, motivational, and expressive components (Pekrun & Linnenbrink-Garcia, 2012).”
Confidence in prior knowledge, self-efficacy, interest and prior knowledge: Influences on conceptual change (2014, methodology): “It is possible that high confidence in prior knowledge could negatively impact the willingness of a learner to engage with new, contradictory information as proposed by Pintrich et al. (1993) and supported by research conducted by Maria (1998).”
Learner Engagement in Blended Learning Environments: A Conceptual Framework (2019, background): “Skinner, Kindermann, and Furrer (2009) grouped frustration and anger under the heading of alienated emotion, whereas Pekrun and Linnenbrink-Garcia (2012) combined these two as Online Learning Journal – Volume 23 Issue 2 – June 2019 5 161 negative activating emotions.”
Achievement goals, emotions, learning, and performance : A process model (2015, background): “These cognitive appraisals are then assumed to impact one's emotional experiences that, in turn, lead to specific learning behaviors and achievement outcomes (Pekrun, 2006; Pekrun & Linnenbrink-Garcia, 2012).”
It feels good to learn where I belong: School belonging, academic emotions, and academic achievement in adolescents (2015, background): “According to Pekrun and Linnenbrink-Garcia (2012), academic emotions were found to profoundly influence academic engagement and performance in Germany.”
Student interest as a key driver of engagement for first year students. (2017, background): “The analysis emphasises the important role of both individual and situational interest in facilitating student engagement, which then Student Success, 8(2) July, 2017 | 63 leads to positive student outcomes (Ainley, 2006; Pekrun & Linnenbrink-Garcia, 2012).”
The role of parent, classmate, and teacher support in student engagement: Evidence from Ghana (2017, background): “In contrast, classmates might be able to observe fellow students’ emotional engagement because they provide emotional bonds that allow each other to freely share their successes, fears, and worries about school (Pekrun and Linnenbrink-Garcia, 2012).”