Focusing on the Complexity of Emotion Issues in Academic Learning: A Dynamical Component Systems Approach

By P. O. '. Eynde, Jeannine E. Turner. 2006

151 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/96c89d9383d268bad42da91b5cd8330bee9d2e24

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In Developmental and Educational Psychology

In Education

Citations in the corpus

More than just a brain: emotions and the doctoral experience (2013, background): “Recent educational research views learning as a highly situated process in which emotions are treated not as ‘side-effects . . . [but] as an integral part of learning’ (Eynde & Turner, 2006, p. 362).”
Students emotions during homework in mathematics: Testing a theoretical model of antecedents and ac (2011, background): “Finally, it postulates achievement emotions to affect learning and achievement (for a more detailed description of the theory, see Pekrun, 2006; Pekrun et al., 2007). Several studies have demon strated the relevance of achievement emotions for students’ moti vation, learning, and achievement. For in”
Understanding Reading Anxiety: New Insights from Neuroscience (2010, background): “We know that emotions develop through social interactions, have an important role in cognitive development, and change with experience and interaction ( Eynde and Turner 2006; Pekrun 2006; Scherer 2000).”
The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students (2009, methodology): “The ISI classroom observation system has been designed to incorporate multidimensional, transactional, and dynamical systems frameworks to describe the classroom environment (Connor, Piasta, et al., 2009; Ford & Lerner, 1992; Op’t Eynde & Turner, 2006; Sameroff & MacKenzie, 2003).”
Emotions and emotion regulation in undergraduate studying: examining students’ reports from a self-regulated learning perspective (2015, background): “Following recommendations by other researchers (e.g. Op’t Eynde & Turner, 2006; Schmitz & Wiese, 2006), future research might include real-time tracking of emotions using methods that allow for quick, unobtrusive responses.”
Engaging in Science: A Feeling for the Discipline (2016, background): “In this line of research, “emotions are not treated as objects that can be studied as independent and detachable from the individual’s processes and context” (Op’t Eynde & Turner, 2006, p. 370).”
Emotions about Teaching about Human-Induced Climate Change (2013, background): “One reason for this inconsistent link between emotions and learning may be the highly dynamic nature of simultaneous emotional, motivational, cognitive, and behavioral processes that are present in typical instructional settings (Eynde & Turner, 2006).”