Expectancy-Value Relationships of Shame Reactions and Shame Resiliency.

By Jeannine E. Turner, Diane L. Schallert. 2001

238 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8b7464d4fb1602d777243308bdfd373123df56cc

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School (2013, unknown): “…contribute into an emotional experience in a given school situation (Boakaerts & Corno, 2005; Pekrun, Frenzel, Goetz, & Perry, 2007; Pekrun, Goetz, Daniels, Stupnisky, & Perry, 2010; Schutz & Lenehart, 2002; Stephanou, 2011, Stephanou et al., 2011; Turner & Schallert, 2001; Weiner, 1992, 2001).”
Expectancy-value theory: retrospective and prospective (2010, background): “Frenzel et al. (2007) extended Turner and Schallert (2001) by evaluating additional motivations and gender differences in the associations of expectancies, values, and emotions.”
Focusing on the Complexity of Emotion Issues in Academic Learning: A Dynamical Component Systems Approach (2006, background): “For example, the emotion of shame occurs when an individual perceives that he or she has failed to achieve in an area of personal importance ( Turner & Schallert, 2001 ).”
Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research (2002, background): “Recent findings by J. E. Turner and Schallert (2001) on students’ shame are in line with this assumption, as well as earlier research by Weiner (1985).”
Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching (2015, background): “However, to be resilient from negative emotional experience, “a sense of self-competence” is required (Turner & Schallert, 2001, p. 327).”
Emotions as Drivers of Learning and Cognitive Development (2011, background): “However, as with anxiety, the underlying mechanisms may be complex and imply more than just negative effects (e.g., Turner & Schallert, 2001 ), especially so when students are able to maintain positive expectancies making it possible to use these emotions for strengthening motivation and effort.”
Goals, Emotions, and Emotion Regulation: Perspectives of the Control-Value Theory (2009, background): “Similarly, the effects of anger and shame proved to be ambiguous [Lane, Whyte, Terry, & Nevill, 2005; Turner & Schallert, 2001].”
Measuring emotions in students learning and performance: The Achievement Emotions Questionnaire (AE (2011, background): “The theory builds on assumptions from expectancy value theories of emotions (Pek run, 1992a; Turner & Schallert, 2001), transactional approaches (Lazarus & Folkman, 1984), attributional theories (Weiner, 1985), and models of the performance effects of emotions (Fredrickson, 2001; Pekrlln, 1992b;…”
Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects. (2017, unknown): “…Effects Model of Emotion and Achievement The control-value theory (Pekrun, 2006; Pekrun & Perry, 2014) integrates propositions from expectancy-value, attributional, and control approaches to achievement emotions (Folkman & Lazarus, 1985; Pekrun, 1992; Turner & Schallert, 2001; Weiner, 1985).”
Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance. (2009, background): “…anger, shame, and general negative affect, negative correlations with performance have been found (Boekaerts, 1993; Linnenbrink et al., 1999; Pekrun et al., 2002a; Pekrun, Goetz, Perry, Kramer, & Hochstadt, 2004), although not in all instances (Linnenbrink , 2007; J. E. Turner & Schallert, 2001).”
Students emotions during homework in mathematics: Testing a theoretical model of antecedents and ac (2011, methodology): “The theory combines elements from expec tancy value approaches to the study of emotions (Turner & Schallert, 2001) with attributional theories of achievement motiva tion and emotions (Weiner, 1985).”