Affect and engagement during small group instruction

By Lisa Linnenbrink-Garcia, Toni Kempler Rogat, Kristin L. K. Koskey. 2011

330 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7a7b00ff7ee9cee312da26ef39b38878ef2c418f

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In Social Psychology

Citations in the corpus

Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021, background): “The findings follow the pattern reported in educational psychology, namely, positive emotions are linked to heightened engagement, while negative emotions are linked to disengagement (Linnenbrink-Garcia et al., 2011; Oga-Baldwin, 2019; Philp & Duchesne, 2016).”
Engagement in language learning: A systematic review of 20 years of research methods and definitions (2021, background): “The social aspect of engagement is defined in light of the social forms of activity and involvement that are prominent in communities of language learning and use including interaction with interlocutors, and the quality of such social interactions (Linnenbrink-Garcia et al., 2011; Mercer, 2019).”
Regulation and socio-emotional interactions in a positive and a negative group climate (2018, methodology): “…Adams-Wiggins 2015; Rogat and Linnenbrink-Garcia 2011), co-regulatory acts that activate discussion and metacognitive acts of evaluation (Lajoie et al. 2015), and conflict resolution and improvement in emotions and motivation (Ayoko et al. 2012; Linnenbrink-Garcia et al. 2011; Näykki et al. 2014).”
Using qualitative methods to develop a survey measure of math and science engagement (2016, background): “For example, Linnenbrink-Garcia, Rogat, and Koskey (2011) included a social-behavioral dimension of engagement, which they defined in terms of the social forms of engagement around classroom tasks, including participation with classmates and the quality of social interactions.”
Emotions and emotion regulation in undergraduate studying: examining students’ reports from a self-regulated learning perspective (2015, background): “For example, Linnenbrink-Garcia, Rogat, and Koskey (2011) created four scales that attained adequate reliability when examining affect during group work; however, the items on the measures were quite different from the discrete emotions assessed in our study (e.g. negative deactivating items…”
Measuring cost: The forgotten component of expectancy-value theory (2015, background): “Linnenbrink-Garcia, Rogat, and Koskey (2011) created a scale to measure affect that covers indicators of negative and positive affect.”