An investigation of the influence of emotional factors on learning in physics instruction

By Matthius Laukenmann, M. Bleicher, Stefan Fuß, M. Gläser-Zikuda, P. Mayring, Christoph von Rhöneck. 2003

177 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/6168de9b3174806e09620c75c0fbf1bde0d7851a

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Cognitive and Emotional Evaluation of an Amphibian Conservation Program for Elementary School Students (2005, methodology): “Such correlations have been found in physics education and in eighth and ninth graders during an ecological curriculum using a similar instrument for measuring emotions (Gläser-Zikuda et al., 2005; Laukenmann et al., 2003; Randler & Bogner).”
Science Teaching and Learning Activities and Students' Engagement in Science (2013, background): “Research has suggested that students who enjoy science are emotionally attached to learning the subject and consider learning to be meaningful (Laukenmann et al., 2003).”
Are Science Comics a Good Medium for Science Communication? The Case for Public Learning of Nanotechnology (2015, background): “Experiencing the enjoyment of learning would serve as a driving force for self-learning (Jerusalem & Pekrun, 1999; Laukenmann et al., 2003).”
The Role of Emotional Factors in Building Public Scientific Literacy and Engagement with Science (2012, background): “With empirical evidence, Laukenmann et al. (2003) concluded that experiencing joy in H.”
The role of students’ emotions in formal feedback situations (2008, background): “2003 ), and in motivation research (Meyer and Turner 2002 ; Seifert 2004 ).”
Students' motivational and emotional experiences and their relationship to persistence during academic challenge in mathematics and reading (2013, result): “This finding confirms previous research indicating a quadratic relationship between state-anxiety and performance (Laukenmann et al., 2003), with moderate levels of anxiety supporting increased performance.”
Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics (2011, background): “Linnenbrink, 2007). In particular, mastery(2) orientation has been associated with students experiencing more positive emotions, specifically in mathematics (e.g. Linnenbrink, 2005). At the same time there is a large body of research showing a positive association between mastery orientation and int”
The Relationships between University Students' Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs (2010, unknown): “The present study: Although studies typically have focused on science and chemistry anxiety (Eddy, 2000; Laukenmann et al., 2003), chemistry laboratory anxiety has received Vol 35, 8, December 2010 51 relatively little attention in the science education literature.”