The role of epistemic emotions in mathematics problem solving
By Krista R. Muis, Cynthia Psaradellis, S. Lajoie, I. D. Leo, Marianne Chevrier. 2015
179 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/607a64f24a4ce9e02b1cdd20a5d6da14b8e890bf
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- James C. Lester
- Kristina Loderer
- E. G. Peterson
- Jihyun Hwang
- L. Oades
- J. Cohen
- Reinhard Pekrun
- Gavin R. Slemp
In Experimental and Cognitive Psychology
- Kristina Loderer
- James C. Lester
- Gavin R. Slemp
- L. Oades
- Jesús Camacho-Morles
- Hanchao Hou
- E. G. Peterson
- J. Cohen
Citations in the corpus
- Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments (2018, background): “Negative emotions such as frustration or boredom in response to cognitive tasks or the technology itself should relate negatively to learners' perceived control and positive value (Butz et al., 2015; Muis, Psaradellis, Lajoie, Di Leo, & Chevrier, 2015; see also; Loderer, Pekrun, & Plass, in press).”
- Activity Achievement Emotions and Academic Performance: A Meta-analysis (2021, background): “For instance, research suggests that adolescents’ achievement emotions play a critical role in their learning and performance in traditional subject domains such as literacy, maths, and sciences (e.g., Luo et al. 2014; Muis et al. 2015b; Pekrun et al. 2017a).”
- A Case for Domain-Specific Curiosity in Mathematics (2019, background): “…ability Although social psychologists and educational scholars have studied curiosity for decades (Berlyne 1960; Dewey 1910), curiosity has recently garnered renewed attention within educational psychology (e.g., Grossnickle 2016; Jirout et al. 2018; Muis et al. 2015b; Park et al. 2017).”
- RELATIONSHIP BETWEEN MATHEMATICAL LITERACY AND OPPORTUNITY TO LEARN WITH DIFFERENT TYPES OF MATHEMATICAL TASKS (2021, background): “Individual differences in mathematics learning can be understood as interaction between features of tasks and students’ inputs (i.e., cognitive resources, affectivity; Bornemann et al., 2010; Muis et al., 2015).”