Antecedents of everyday positive emotions: An experience sampling analysis

By Thomas Goetz, A. Frenzel, Heidrun Stoeger, Nathan C. Hall. 2010

227 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ce68b963ae08f7df7aa2e74cc9bdd050c2c3f97e

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Emotions as Drivers of Learning and Cognitive Development (2011, background): “The theory posits that achievement emotions are induced when the individual feels in control of, or out of control of, achievement activities and outcomes that are subjectively important – implying that appraisals of control and value are the proximal determinants of these emotions (e.g., Goetz, Fr”
Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes (2012, methodology): “This procedure is consistent with data analysis of Goetz et al. (2007), Goetz, Cronjaeger, et al.”
What to do when feeling bored? Students' strategies for coping with boredom. (2010, background): “In line with theoretical assumptions (Goetz et aI., 2010) students who preferred cognitive approach strategies (Le., positive reappraisal) were expected to be most successful in coping with boredom.”
The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis ☆ (2014, methodology): “Measures To avoid overly intrusive state-based questionnaires (Goetz et al., 2010), single-items were used, a procedure frequently adopted in experience-sampling studies in academic contexts (e.g., Goetz, Bieg, et al., 2013; Nett & Goetz, 2011; Schimmack, 2003; Tong et al., 2007).”
Teaching methods and their impact on students’ emotions in mathematics: an experience-sampling approach (2017, methodology): “Single items were used to minimize lesson disruptions and to minimize the likelihood that students reported on their emotional response to the assessment rather than their emotions resulting from the current mathematics class (see Goetz et al. 2010).”