Students emotions and academic engagement: Introduction to the special issue

By Lisa Linnenbrink-Garcia, Reinhard Pekrun. 2011

441 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/479f753123f6ef25a20d01a34984b951989816fa

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Emotion regulation and academic underperformance: The role of school burnout (2017, background): “Not surprisingly, emotion has been identified as an important factor for numerous academic-related outcomes (Linnenbrink-Garcia & Pekrun, 2011; Pekrun & Schutz, 2007).”
Online Foreign Language Learning in Higher Education and Its Correlates during the COVID-19 Pandemic (2021, background): “These relationships are not universal, as achievement emotions are malleable and reﬂect the students’ academic adjustment to their environment [40,41].”
Interest-based text preference moderates the effect of text difficulty on engagement and learning (2015, background): “Research on academic engagement has traditionally focused on the antecedents that support or suppress engagement in learning contexts that span extended periods of time (Christenson, Reschly, & Wylie, 2012; Linnenbrink-Garcia & Pekrun, 2011; Pekrun, Goetz, Daniels, Stupinsky, & Perry, 2010).”
Positive affect catalyzes academic engagement: Cross-sectional, longitudinal, and experimental evidence (2015, background): “Although research on affect in school settings has been burgeoning in recent years (Linnenbrink, 2006; Linnenbrink-Garcia & Pekrun, 2011), it still lags far behind those that focus on cognitive and motivational processes.”
What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. (2014, background): “…years, there has been growing interest in the role of positive emotions in academic settings, as demonstrated in four special issues (Efklides & Volet, 2005; Linnenbrink, 2006; Linnenbrink-Garcia & Pekrun, 2011; Schutz & Lanehart, 2002) and in the book Emotion in Education (Schutz & Pekrun, 2007).”
Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021, background): “In fact, during the past decade, a large number of studies in general educational psychology found that emotions shape engagement, especially in social interactions in class (Linnenbrink-Garcia & Pekrun, 2011; Pekrun & Linnenbrink-Garcia, 2012).”
Teacher support and math engagement: roles of academic self-efficacy and positive emotions (2018, background): “Another important internal factor as a bridge between teacher support and students’ math engagement may be academic emotions (Bernardo, Ouano, & Salanga, 2009; Linnenbrink-Garcia & Pekrun, 2011).”
Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school (2014, background): “It has been suggested that the intensity and experienced quality of a student’s involvement in social relations and learning activities is a central criterion for school engagement (Gresalfi, Martin, Hand, & Greeno, 2009; Linnenbrink-Garcia & Pekrun, 2011; Skinner & Belmont, 1993).”
Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES) (2012, background): “Specifically, whereas research on emotions in older students has been growing in recent years (Efklides & Volet, 2005; Linnenbrink, 2006; Linnenbrink-Garcia & Pekrun, 2011; Schutz & Pekrun, 2007), empirical evidence on the achievement emotions experienced by elementary school children is largely…”