The Importance of Students' Goals in Their Emotional Experience of Academic Failure: Investigating the Precursors and Consequences of Shame

By Jeannine E. Turner, Jenefer Husman, Diane L. Schallert. 2002

158 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/bb2dbf35faa8d8b5f880046877a44cb1cdb26ec2

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Inquiry on Emotions in Education (2002, methodology): “To explore such issues, it is paramount that researchers continue to examine test anxiety as well as the other emotions that accompany test anxiety, such as shame (see Turner et al., 2002) or pleasant emotions such as pride and hope (Pekrun et al., 2002).”
Self-compassion, Achievement Goals, and Coping with Academic Failure (2005, background): “It would seem that variation in self-compassion levels should be reflected in the types of learning goals that students adopt in the classroom, since emotions and cognitions about the self play an important role in achievement goal formation and pursuit (Linnenbrink & Pintrich, 2002; Turner, Husman”
Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability--A Literature Review. (2016, background): “Whole-school approaches and service-learning approaches can be seen as part of place-based learning in local environments and communities through the use of local features, phenomena, and issues as context and scaffolding for content [114,115].”
The role of students’ emotions in formal feedback situations (2008, background): “2002 ), in adult learning (Dirkx 2001 ), in physics instruction (Laukenmann et al.”
Introduction: Emotions in Education (2002, background): “The Turner, Husman, and Schallert (2002) article, “The Importance of Students’ Goals in Their Emotional Experience of Academic Failure: Investigating the Precursors and Consequences of Shame,” draws on their program of research on shame to help illuminate the relations among self-regulation of…”
Fear of failure as a mediator of the relationship between obstacles and nascent entrepreneurial activity—An experimental approach ☆ (2017, background): “…of failing (e.g., disappointing themselves or significant others; Elliot and Thrash, 2002), experience painful feelings of shame and sadness (Turner et al., 2002; Brown and Dutton, 1995; McGregor and Elliot, 2005), and feel the desire to escape the situation physically or mentally (Elliot…”
Perceived control and emotions: interactive effects on performance in achievement settings (2008, background): “This omission has been underscored by researchers suggesting that other emotions must be considered to more fully comprehend students’ academic experiences (Pekrun et al. 2002a; Schutz and DeCuir 2002; Turner et al. 2002).”
Relations between students' approaches to learning, experienced emotions and outcomes of learning (2012, background): “Within the Self-Regulated Learning research tradition (Pintrich 2004 ), investigations have included students' emotional responses to their learning context to some extent, including emotions and achievement goal theory (Linnenbrink and Pintrich 2002 ; Turner, Husman, and Schallert 2002 ), emotio”
Reflections on Investigating Emotion in Educational Activity Settings (2006, background): “As testing measures have recently become a primary source of determining a student’s academic standing, the emotions that ensue are assumed to be multitudinous (Pekrun et al., 2002; Schutz & DeCuir, 2002, Turner, et al., 2002 ).”
Positive Psychology and Positive Education: Old Wine in New Bottles? (2012, background): “Although the emphasis in those accounts, as in the broaden-and-build thesis, is on the educational value of positive emotions, an increasing number of research findings have indicated that negative emotions such as shame can also broaden and build students’ personal resources by increasing effort an”
Engaging Students to Learn Through the Affective Domain: A new Framework for Teaching in the Geosciences (2011, background): “Students are likely to engage in more adaptive learning strategies such as elaboration, organization, and critical thinking when in an emotionally supportive learning environment (Turner et al., 2002).”