Where Do We Go from Here? Implications and Future Directions for Inquiry on Emotions in Education

By Reinhard Pekrun, P. Schutz. 2007

107 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4ce493cead8eca02aaef8828e37b864b834350f2

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Control-Value Theory of Achievement Emotions: An Integrative Approach to Emotions in Education (2007, result): “By implication, antecedents, emotions, and their effects are thought to be linked by reciprocal causation over time (see the chain of links 1 to 8 in Figure I), in line with dynamic systems accounts of emotions in education (Turner & Waugh, 2007).”
Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (2020, unknown): “Emotion research lacks conceptual clarity (Pekrun & Schutz, 2007).”
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).”
Learning and Emotion: Perspectives for Theory and Research (2010, background): “Some criticize the fact that we know so much more about anxiety than about other emotions (e.g. Pekrun & Schutz, 2007).”
Goals, Emotions, and Emotion Regulation: Perspectives of the Control-Value Theory (2009, background): “Second, research on goals, emotions, and emotion regulation has been in a fragmented state to date [Pekrun & Schutz, 2007].”
Interest-based text preference moderates the effect of text difficulty on engagement and learning (2015, background): “…beyond exclusive "trait" (or single time point) measures of engagement to on-task, "state" measures in order to accountfor its temporal, dynamic, and context-sensitive nature (Ainley, Corrigan, & Richardson, 2005; Pekrun & Schutz, 2007; Shernoff, Csikszentmihalyi, Schneider, & Shernoff, 2003).”
Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping (2013, background): “After more than a decade, there continues to be a lack of inquiry into emotions in teachers and education (Hargreaves 2004; Pekrun and Schutz 2007; Sutton and Wheatley 2003).”