Students, tasks and emotions: Identifying the contribution of emotions to students' reading of popular culture and popular science texts

By Mary D. Ainley, M. Corrigan, Nicholas Richardson. 2005

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Engaging Students to Learn Through the Affective Domain: A new Framework for Teaching in the Geosciences (2011, background): “More specifically, much of the work conducted in Greece (Efklides and Petkaki, 2005), Germany (Hidi et al., 2004), Australia (Ainley et al., 2005), and the U.S. (Renninger and Hidi, 2002) on interest has focused on the interplay between student interest and positive emotion.”
Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model (2011, background): “Negative or positive affect depending on the fluency of processing and the rate of progress, as well as emotions, such as interest, fear, anger, excitement ( Ainley, Corrigan, & Richardson, 2005 ), surprise, curiosity, or anxiety may also occur.”
Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics (2011, methodology): “Online state-emotions were measured using emoticons (cf. Ainley et al., 2002, 2005) during individualised practice.”