Positive emotions in education.

By Reinhard Pekrun, Thomas Götz, Wolfram Titz, R. Perry. 2002

284 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/618e8e9f42a14bf9f1eb6d1253b1b0ddf295728a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms. (2007, background): “The AEQ (English, German and Chinese versions) has been successfully implemented in both university and school settings, whereby reliability and validity of the instrument have been demonstrated (Pekrun, Goetz, & Perry, 2005; Pekrun et al., 2002b; Frenzel, Thrash, Pekrun, & Goetz, 2007).”
Teacher support and math engagement: roles of academic self-efficacy and positive emotions (2018, background): “…that positive academic emotions can be distinguished into positive activating emotions (e.g. enjoyment, pride) and positive deactivating emotions (e.g. relief, contentment), which are also considered as positive-high arousal and positive-low arousal emotions (Dong & Yu, 2007; Pekrun et al., 2002a).”
Perceived control and emotions: interactive effects on performance in achievement settings (2008, methodology): “In addition to perceived control, students’ emotional experiences influence how they respond to academic challenges by enhancing or impeding their learning and achievement (Pekrun et al. 2002a).”
Bringing about Change in the Classroom: Strengths and Weaknesses of the Self-Regulated Learning Approach. EARLI Presidential Address, 2001. (2002, background): “Abundant research has shown that negative emotions, such as anxiety, fear, irritation, shame, and guilt hinder learning, because they temporarily narrow the scope of attention, cognition, and action (Pekrun & Perry, 2002).”
Emotional transmission in the classroom : exploring the relationship between teacher and student enjoyment (2009, background): “In addition, enhancing students' pleasant emotions in the classroom should be one important goal of instruction because these emotions are important for students' learning and achievement and because they are an important educational goal in and of themselves (Pekrun, 2006; Pekrun et al., 2002b ).”
Review of Brief School-Based Positive Psychological Interventions: a Taster for Teachers and Educators (2017, background): “For example, studies on hope have shown that this strength was related to students’ interest and intrinsic motivation (Pekrun et al. 2002), predicted academic achievement in middle school students and college students (reported in Park and Peterson 2009a), enhanced goal-directed think-”
Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics (2015, background): “Pekrun et al. (2002a, 2002b) found that students’ positive emotions, such as enjoyment, were substantially associated with deeper cognitive processing (elaboration and organisation), critical thinking and metacognitive monitoring strategies.”