Emotional experiences during learning: Multiple, situated and dynamic

By A. Efklides, Simone E. Volet. 2005

152 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/8d402ec3b633b529cb87bd2a8d6f5415eaf27cdd

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Children's emotions in math problem solving situations: Contributions of self-concept, metacognitive experiences, and performance (2015, unknown): “If we consider emotion as a situated and dynamic process (Efklides & Volet, 2005) it seems that an understanding of the nature of emotion within the school context requires a situated examination of emotions and of their sources.”
Linking academic emotions and student engagement: mature-aged distance students’ transition to university (2015, background): “The current study focuses on academic emotions, those linked to learning, instruction and achievement (Pekrun et al. 2002), which influence all stages of the learning process (Efklides and Volet 2005).”
Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process (2013, background): “…by social challenges have to be attended to, because coping with emotional pressure is critical to restoring well-being, maintaining motivation, engaging in productive collaboration, and ultimately ensuring goal achievement within the group (Efklides & Volet, 2005; Järvenoja & Järvelä, 2009).”
Emotion Research in Education: Theoretical and Methodological Perspectives on the Integration of Affect, Motivation, and Cognition (2006, background): “or moods and emotions, in education (see Efklides & Volet, 2005; Schutz & Pekrun, in press for an overview of recent work).”
Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes (2010, background): “We argue that individuals as interdependent self-regulating agents with metacognitive capacities, and the group as a social system with its own dynamics, need to be conceived as jointly coregulating motivation and engagement in collaborative learning.”
Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations (2012, background): “However, although much empirical work has been done in recent years with regard to the affective domain, there still is a lack of research on students’ emotions (for recent exceptions, see Efklides & Volet, 2005; Linnenbrink, 2006; Linnenbrink-Garcia & Pekrun, 2011; Pekrun, Goetz, Titz, & Perry, 2”
What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. (2014, background): “In the past 10 years, there has been growing interest in the role of positive emotions in academic settings, as demonstrated in four special issues (Efklides & Volet, 2005; Linnenbrink, 2006; Linnenbrink-Garcia & Pekrun, 2011; Schutz & Lanehart, 2002) and in the book Emotion in Education (Schutz &…”