Role of Affect in Cognitive Processing in Academic Contexts

By Elizabeth A. Linnenbrink, P. Pintrich. 2004

131 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/7af2ea311f531b1b849e94f014c25a031771a0f2

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Citations in the corpus

Mother and Child Emotions during Mathematics Homework (2008, background): “With the notable exception of mathematics anxiety and to some extent shame (Bibby, 2002), researchers know little about the role of specific emotions in mathematics learning (Linnenbrink & Pintrich, 2004; McLeod, 1992).”
“Pluto Has Been a Planet My Whole Life!” Emotions, Attitudes, and Conceptual Change in Elementary Students’ Learning about Pluto’s Reclassification (2013, background): “Specifically, emotions are “brief, psychophysiological changes that result from a response to a meaningful situation in one‟s environment” (Rosenberg, 1998, p. 250) and typically happen in response to a specific person or event (Linnenbrink & Pintrich, 2004).”
L2 motivation, anxiety and self-efficacy: The interrelationship of individual variables in the secondary school context (2013, result): “…as a result, has been studied mainly from two different perspectives: (a) some stud- ies have focused on appraisal theory research and the role cognition plays in invoking emotion, whereas (b) other studies have explored the ways emotion affects cognitive processes (Linnenbrink & Pintrich, 2004).”
Exploring new dimensions of mathematics-related affect: embodied and social theories (2012, background): “…well established that emotions direct attention and bias cognitive processing: fear (anxiety), for instance, directs attention towards threatening information and sadness (depression) biases memory towards a less optimistic view of the past (Power and Dalgleish 1997; Linnenbrink and Pintrich 2004).”
Engaging in Science: A Feeling for the Discipline (2016, background): “(p. 37) This study and others (Dole & Sinatra, 1998; Linnenbrink & Pintrich, 2004; Pekrun, Elliot, & Maier, 2009; Pugh, Linnenbrink-Garcia, Koskey, Stewart, & Manzey, 2010; Sinatra, 2005) have produced extensive evidence in various forms that affective and motivational factors correlate with and…”
Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich (2005, background): “Linnenbrink and Pintrich (2002, 2004) presented a model in which students’ moods about school and learning influence their classroom goals.”
Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education (2012, background): “These context-specific and domain-specific beliefs affect behaviour by influencing the choices that people make and the courses of action they follow (Linnenbrink & Pintrich, 2004).”
Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics (2011, background): “…challenge (e.g. Eccles & Wigfield, 2002; Efklides & Petkaki, 2005; Hidi & Ainley, 2002; Koeller, Baumert, & Schnabel, 2001; Laukenmann et al., 2003; Linnenbrink & Pintrich, 2004), there is very little empirical research investigating factors that contribute to students remaining positive after…”
Automatic detection of learner’s affect from conversational cues (2008, background): “Some emotions presumably have a more salient role in learning than others (Linnenbrink & Pintrich, 2004).”