Understanding Motivation And Emotion

By Juliane Jung. 2016

563 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/aa2a28bbc5f3788f3eb4d9d41664179d9880300f

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Citations in the corpus

Achievement Motivation and Academic Dishonesty: A Meta-Analytic Investigation (2020, background): “Motivation can be defined as any force that influences, initiates, guides, and maintains behavior (Reeve 2009).”
Enjoyment and anxiety in second language communication: An idiodynamic approach (2018, background): “Emotional reactions tend to be short-lived, fleeting responses; their purpose is dependent on the event that cued them (Reeve, 2015).”
Advanced learners’ foreign language-related emotions across the four skills (2018, background): “…was a time when emotions were primarily considered as nuisances, disrupting the rational working of the mind (Hebb, 1949; Mandler, 1984), going back even further in time, we find that Darwin (as cited in Reeve, 2009) argued as early as 1872 that emotions help animals adopt to their environment.”
Negative emotions in tourism: a meaningful analysis (2019, background): “Emotions are felt, short-lived responses to external stimuli (Reeve, 2008).”
Performance, incentives, and needs for autonomy, competence, and relatedness: a meta-analysis (2016, background): “Thus, individuals will gravitate towards those who help meet these needs and away from those who thwart them (Reeve 2009).”
Love and enjoyment in context: four case studies of adolescent EFL learners (2018, unknown): “This complex, multidimensional nature of emotions as subjective feelings and social phenomena has also been highlighted in psychology by Reeve (2009).”
The two faces of Janus? Anxiety and enjoyment in the foreign language classroom (2014, background): “Most emotion theorists list joy as a basic emotion that arises in situations where people experience “. . . desirable outcomes related to personal success and interpersonal relatedness” (Reeve, 2005, p. 316).”
Is avoidant leadership a root cause of subordinate stress? Longitudinal relationships between laissez-faire leadership and role ambiguity (2014, background): “These needs do not represent basic physiological, psychological or social needs but are so-called quasi-needs originating from situational demands and pressures (Lewin, 1936; Reeve, 2005).”