Emotion in learning: a neglected dynamic

By C. Ingleton. 2000

97 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8ded734d162d966470cffb9cc69af897430e33c6

How researchers see this paper

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

1. C. Beard
2. S. Clegg
3. Karen Smith
4. Sara Winterstorm Värlander
5. A. Rowe

Citations in the corpus

• Acknowledging the affective in higher education (2007, background): “Ingleton ( 1999 ), with reference to the work of sociologist Barbalet ( 1998 ), has argued that the disposition to learn in the classroom is grounded in social relationships, in the construction of identity and self‐esteem, within the context of success/pride and failure/shame.”
• The role of students’ emotions in formal feedback situations (2008, background): “Despite the paradigm change in pedagogy education and research moving towards a constructivist view on knowledge creation, where knowledge is viewed as ‘contingent upon human practices, being constructed in and out of interaction between human beings and their world, and developed and transmitted wi”