Reflections on Investigating Emotion in Educational Activity Settings

By P. Schutz, J. Hong, Dionne I. Cross, Jennifer N. Osbon. 2006

337 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/9e29c11de09effb55f92c8912103da920e2b07f5

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In Education

In Human Factors and Ergonomics

Citations in the corpus

Educators’ emotions involved in the transition to online teaching in higher education (2020, background): “…by its very nature is a complex social, personal and cognitive process that relies on effective communication and relationships between educators and students, and as such it is an emotional experience for both (Day, 2008; Hagenauer & Volet, 2014; Jephcote & Salisbury, 2009; Schutz et al., 2006).”
The role of emotions in student teachers’ professional identity (2012, background): “…be described as socially constructed, personally enacted ways of being that emerge from conscious and/or unconscious judgments regarding perceived successes at attaining goals or maintaining standards or beliefs during transactions as part of social–historical contexts (Schutz et al. 2006, 344).”
Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process (2013, background): “Consistent with SRL models focusing on individual learning, and claims of the criticality of goals in the appraisal and regulation of emotions (Schutz et al., 2006), it is assumed that in collaborative learning situations, students generate personal goals (sometimes unconsciously) that they strive t”
Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course (2012, background): “However, considering conceptually overlapping components between motivation and emotions such as value and goals (Schutz et al. 2006; Weiner 1985), an integrative view of emotions and”
Learning and Emotion: Perspectives for Theory and Research (2010, background): “Consequently, emotions are portrayed as ‘ways of being’, and as ‘holistic episodes that include physiological, psychological, and behavioural aspects’ (Schutz et al, 2006, p. 345).”
Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction (2008, background): “…(Ford, 1992; Pintrich, 2003b; Schutz, Hong, Cross, & Osbon, 2006), and it is thought that differences in people’s goals, emotions, beliefs and values predict differential behaviour and engagement (Eccles & Wigfield, 2002; Ford, 1992; Linnenbrink, 2006; Pintrich, 2003b; Schutz et al., 2006).”
Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation (2021, background): “…to the association between emotion regulation and teacher burnout, numerous studies in related literature have corroborated the correlation between these two factors (e.g., Akbari & Tavassoli, 2014; Chan, 2006; Ju et al., 2015; Mérida-López & Extremera, 2017; Platsidou, 2010; Schutz et al., 2006).”