Understanding Students' Affective Processes in the Classroom

By M. Boekaerts. 2007

158 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a11f60f4163e0ff4bc24193f77e0f99c8283d21e

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Emotions and emotion regulation in undergraduate studying: examining students’ reports from a self-regulated learning perspective (2015, background): “On the basis of past research findings (Boekaerts, 2007; Pekrun et al., 2002, 2009; Ruthig et al., 2008), we hypothesised that the intensity level of positive emotions would positively correlate with self-evaluations of goal attainment and the intensity level of negative emotions would negatively…”
Adult learners’ emotions in online learning (2008, background): “The significance of the emotional aspects in learning situations has also been recognized; yet a systematic inquiry of emotions in the learning process has been slow to emerge (Boekaerts, 2007; Pekrun, Goetz, Titz, & Perry, 2002).”
Children's emotions in math problem solving situations: Contributions of self-concept, metacognitive experiences, and performance (2015, unknown): “Recently Boekaerts (2007) found that competence judgments (self-efficacy beliefs) of junior high school students were indeed positively linked to pleasant affect and negatively linked to unpleasant affect experienced in mathematics homework sessions.”
AutoTutor and affective autotutor: Learning by talking with cognitively and emotionally intelligent computers that talk back (2012, background): “(affective states) are inextricably bound to the learning process [Boekaerts 2007; Calvo and D'Mello 2011; D’Mello and Graesser 2012; Pekrun and Stephens 2012; Schutz and Pekrun 2007].”
Identifying patterns of appraising tests in first-year college students: Implications for anxiety and emotion regulation during test taking. (2008, background): “Similar to Cluster 2, students in Cluster 5 evidenced patterns of regulation oriented toward growth (Boekaerts, 2007) and higher levels of achievement.”
Socio-emotional conflict in collaborative learning—A process-oriented case study in a higher education context (2014, methodology): “The word emotion is used in everyday language to refer ‘affectively charged cognitions, feelings, moods, affect, and wellbeing’ (Boekaerts, 2011, p. 412). Frijda (1988) explained that emotions provide energy and affect all cognitive processes: attention, recall, decision making, and problem solving.”
Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics (2015, background): “Furthermore, research and theory suggest that emotions experienced in academic settings can have a profound and long-term influence on students’ self-regulation and achievement (e.g. Boekaerts, 2007; Linnenbrink, 2006; Pekrun, 2006).”
The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School (2013, unknown): “In addition, teachers’ emotions in classes are a significant factor of students’ motivation, behavior and well-being (Boekaerts, 2007; Davis, 2003; Furrer & Skinner, 2003; Taxer & Frenzel, 2012; Vauras, Salonen, Lehtinen, & Kinnunen, 2009).”