Emotions and Self-Regulation During Test Taking

By P. Schutz, H. Davis. 2000

225 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d0b9bc128f0eabc4b69a9c824d8d5c48b8f48ac2

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Emotional Competence and its Influences on Teaching and Learning (2010, background): “Motivational theories focus on how emotion regulation ability contributes to the quality of effort and the degree of persistence individuals exert in completing academic tasks (Schutz and Davis 2000).”
Teacher Emotion, Emotional Labor and Teacher Identity (2014, background): “Researchers have found it useful to make a distinction between primary and secondary appraisals (Lazarus, 1991; Schutz and Davis, 2000).”
Expectancy-value theory: retrospective and prospective (2010, unknown): “Recently, there have been studies revealing associations between emotions and selfregulation (see Pekrun, Goetz, Titz, & Perry, 2002; Schutz & Davis, 2000; Turner & Husman, 2008), attributions (Perry, Turner, & Meyer, 2006; Weiner, 2000), and goal orientations (Linnenbrink & Pintrich, 2002; Turner,…”
Educational Psychology at the Millennium: A Look Back and a Look Forward (2000, background): “Recently Stokes (1997) questioned the linear and one-dimensional nature of the basic-applied continuum. His analysis of basic science and technological research, development, and policy led him to question the utility of one dimension anchored by the basic and applied endpoints. His discussion was c”
Regulation of Motivation: Evaluating an Underemphasized Aspect of Self-Regulated Learning (2003, background): “As a regulation of motivation strategy within educational settings, emotion control describes students’ ability to regulate their emotional experience to ensure that they provide effort and complete academic tasks (Corno, 1993; Schutz & Davis, 2000).”
Reflections on Investigating Emotion in Educational Activity Settings (2006, background): “From this perspective, goals, standards and beliefs represent reference points used by individuals and the social groups in which those individuals are embedded, to judge where they are in relation to where they want to be (Carver & Scheier, 2000; Powers, 1971; Schutz & DeCuir, 2002; Schutz & Davis”
Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research (2002, background): “Also, there is a dearth of studies on students’ regulation of their emotions (cf. Schutz & Davis, 2000).”