Re-conceptualizing Emotion and Motivation to Learn in Classroom Contexts

By D. K. Meyer, Julianne C. Turner. 2006

510 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5a9462498201e81f518852ae95ccb76f1a2ffb65

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Emotional Competence and its Influences on Teaching and Learning (2010, background): “2000), and educational researchers have hypothesized that the awareness, appraisal, and understanding of emotions are critical to the creation of a positive classroom climate that encourages effective instructional engagement for students and teachers (Meyer and Turner 2006).”
Positive Psychology and Positive Education: Old Wine in New Bottles? (2012, background): “Meyer and Turner (2006) explored findings about classroom emotions in the light of various motivational theories and concluded that engaging students in learning requires “consistently positive emotional experiences”(p. 377).”
“How do you feel about math?”: relationships between competence and value appraisals, achievement emotions and academic achievement (2016, background): “The study of achievement emotions in educational settings has burgeoned in the last decade as researchers have found that other emotions besides anxiety play an important role in the learning processes (e.g., Pinxten et al. 2014; Lichtenfeld et al. 2012; Meyer and Turner 2006; Pekrun 2006; Pekrun et”
Exploring new dimensions of mathematics-related affect: embodied and social theories (2012, background): “For example, motivation theories may handle emotion as part of motivation, or emotion theories may handle cognition as part of emotion (Meyer and Turner 2006 ).”
Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences (2014, background): “Enjoyment has generally been found to be positively associated with learning achievements (Pekrun, Goetz, Frenzel, Barchfeld, & Perry, 2011; Pekrun, Goetz, Titz, & Perry, 2002), motivation to learn (Linnenbrink & Pintrich, 2002), and positive classroom climate (Meyer & Turner, 2006).”
Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics (2011, background): “Masteryoriented students do not necessarily interpret failure as negative (Meyer & Turner, 2006).”
Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (2020, unknown): “It has been argued that the study of teacher emotions needs to build up a conceptual framework to ensure conceptual clarity (Meyer & Turner, 2006) to encompass the difficulties of defining emotion and enable fruitful discussions on teacher emotions (Linnenbrink-Garcia & Pekrun, 2011).”
Linking academic emotions and student engagement: mature-aged distance students’ transition to university (2015, background): “These relationships between motivation, affect and learning are widely agreed to be reciprocal (Linnenbrink 2006; Meyer and Turner 2006), with Schutz et al. (2006) suggesting that, given the strength of the influences, it is difficult to consider them as distinct constructs.”
Better to be frustrated than bored: The incidence, persistence, and impact of learners' cognitive-affective states during interactions with three different computer-based learning environments (2010, background): “It should be noted that some researchers may view some of these states as pure cognitive states, whereas most researchers would classify them as either emotions, affect states, or blends of cognition and affect (see Barrett, 2006; Stein et al., 2008; Meyer & Turner, 2006).”
Emotions and emotion regulation in undergraduate studying: examining students’ reports from a self-regulated learning perspective (2015, unknown): “…performance (e.g. Pekrun, Elliot, & Maier, 2009; Pekrun, Goetz, Titz, & Perry, 2002; Ruthig et al., 2008); engagement and flow experiences (e.g. Ainley & Ainley, 2011; Meyer & Turner, 2002, 2006; Pekrun & Linnenbrink-Garcia, 2012; Shernoff, Csikszentmihalyi, Schneider, & *Corresponding author.”
Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, background): “Emotions further influence engagement and academic performance (Meyer & Turner, 2006) through their impact on confidence, motivation, persistence, selfcontrol, anxiety, and curiosity (e.g., Immordino-Yang & Damasio, 2007).”