Emotion, Motivation, and Self-Regulation: A Handbook for Teachers

By Nathan C. Hall, Thomas Goetz. 2013

115 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/59039aa872f4659f1a0654c85ea559c4a8b3478f

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Citations in the corpus

Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes (2019, background): “As such, they may also be affected by emotional contagion, in other words, becoming infected with students’ emotional states (cf. Dresel & Hall, 2013; Frenzel & Stephens, 2013; Prior, 2016).”
Students’ self-determined motivation and negative emotions in mathematics in lower secondary education—Investigating reciprocal relations (2018, background): “…only for educational outcomes but also in relation to the use of deep learning strategies, the self-regulation of learning, and lifelong learning (McCombs, 1991; Pekrun, 2013)—we focused on both self-determined forms of motivation, identified and intrinsic motivation, for the present study.”
An emotion focused approach in predicting teacher burnout and job satisfaction (2020, background): “All in all, teacher emotion research findings display that teacher emotion is multi-dimensional, impacts on student learning and achievement and on the professional competencies of teachers aside from contributing to their psychological and physical health (Dresel & Hall, 2013).”
Exploring Student Persistence in STEM Programs: A Motivational Model (2015, background): “Reviews of scattered empirical findings indeed show students’ emotions to predict learning and achievement in secondary education (e.g., Hall & Goetz, 2013) as well as post-secondary education (e.g., Pekrun, Hall, Perry, & Goetz, 2014; Pekrun & Stephens, 2010).”