Emotions and classroom talk: Toward a model of the role of affect in students' experiences of classroom discussions

By S. Do, Diane L. Schallert. 2004

163 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b6d6c396214a3c98c044b69d30968848df218e21

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Jaana Isohätälä
2. Piia Näykki
3. Jackie Andrade
4. Michelle E. Jordan
5. Reuben R. McDaniel Jr.
6. Sanna Järvelä
7. Ernesto Panadero
8. Hanna Järvenoja

In Social Psychology

1. Piia Näykki
2. Jackie Andrade
3. Michelle E. Jordan
4. Reuben R. McDaniel Jr.
5. Sanna Järvelä
6. Jaana Isohätälä

Citations in the corpus

• Managing Uncertainty During Collaborative Problem Solving in Elementary School Teams: The Role of Peer Influence in Robotics Engineering Activity (2014, methodology): “The data were recursively reviewed and checked until we felt we had “tuned the picture” (Do & Schallert, 2004) of how peer interaction was influencing students’ uncertainty management.”
• Cognitive and Socio-Emotional Interaction in Collaborative Learning: Exploring Fluctuations in Students’ Participation (2020, background): “Similarly, Do and Schallert (2004) found that students’ emotions, particularly positive ones, can oftentimes trigger eager listening and contributing in classroom talk.”
• What does doodling do (2010, background): “It is not known whether doodling impairs performance by detracting resources from the primary task, as would be the case for most concurrent cognitive tasks, or whether it improves performance by aiding concentration (Do & Schallert, 2004) or maintaining arousal (Wilson & Korn, 2007).”