Emotions During the Learning of Difficult Material

By A. Graesser, S. D’Mello. 2012

109 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/cbc46fde46c3d051d10b55d545a6a9d645b203f1

How researchers see this paper

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

In Cognitive Neuroscience

1. Altay Eren
2. H. Coşkun

In Developmental and Educational Psychology

1. Altay Eren
2. Mariya Pachman
3. H. Coşkun
4. Lori Lockyer
5. Amaël Arguel
6. Gregor E. Kennedy
7. Jason M. Lodge

Citations in the corpus

• Understanding Difficulties and Resulting Confusion in Learning: An Integrative Review (2018, background): “When students reach a conceptual impasse, this may serve as a cue that their current strategy or approach to the learning material is not effective, leading them to consider alternate strategies (D’Mello and Graesser, 2012).”
• Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance (2016, background): “…2014 Accepted 10 December 2014 KEYWORDS Boredom; curiosity; mathematics; strategy; student Emotions are crucially central to student achievement, learning, and motivation (Graesser & D’Mello, 2012; Mega, Ronconi, & De Beni, 2014; Pekrun, Goetz, Titz, & Perry, 2002; Pritchard & Wilson, 2003).”