Effects of mood on students' metacognitive experiences

By A. Efklides, Chryssoula Petkaki. 2005

203 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/e4dd1f4cb239de969ae8e25cc0e8d1aa11619b38

How researchers see this paper

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

In Experimental and Cognitive Psychology

In Social Psychology

In Statistics and Probability

Citations in the corpus

Children's emotions in math problem solving situations: Contributions of self-concept, metacognitive experiences, and performance (2015, unknown): “The design and self-report measures of emotional experiences used in quantitative studies (Cuisinier, Sanguin-Bruckert, Bruckert, & Clavel, 2010; Efklides & Petkaki, 2005) did not allow to grasp fluctuations as delicately.”
Engaging Students to Learn Through the Affective Domain: A new Framework for Teaching in the Geosciences (2011, background): “More specifically, much of the work conducted in Greece (Efklides and Petkaki, 2005), Germany (Hidi et al., 2004), Australia (Ainley et al., 2005), and the U.S. (Renninger and Hidi, 2002) on interest has focused on the interplay between student interest and positive emotion.”
How Does Metacognition Contribute to the Regulation of Learning? An Integrative Approach (2014, background): “Metacognitive feelings are influenced not only by cognitive but also by affective factors, such as mood (Efklides, 2006, 2011; Efklides & Petkaki, 2005).”
Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model (2011, background): “They have an affective character (Efklides, 2001; Efklides & Petkaki, 2005; Schwarz & Clore, 1984; Winkielman & Cacioppo, 2001), that is, they have a pleasant or unpleasant quality.”
Connecting with Learning: Motivation, Affect and Cognition in Interest Processes (2006, background): “For example, changes in the state of interest across the course of the task can be detected and included in the predictive models that are tested ( Ainley et al., 2005; Buckley et al., 2004).”
Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement (2008, background): “' Efklides and Petkaki (2002) noted that persons who engage in cognitive tasks experience various affects, such as interest, and form judgments regarding their task processing and how well they are doing.”
Emotional design in multimedia learning: Effects of shape and color on affect and learning (2014, background): “…metacognitive experiences during learning, such as feeling of difficulty and feeling of confidence are related to positive and negative emotions (Efklides & Petkaki, 2005), and positive emotions result in a higher readiness of learners to invest mental effort in the learning task (Efklides,…”
Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning (2008, background): “In contrast, Efklides and Petkaki (2005) did not explicitly define the term metacognition, but provided a reference to Flavell’s seminal writings, which we coded as a referential definition (R) for that construct.”
Metacognition and Affect: What Can Metacognitive Experiences Tell Us about the Learning Process?. (2006, background): “Thus, whereas feeling of familiarity is associated with positive affect arising from the fluency in the accessibility1 of the respective information, feeling of difficulty2 is associated with negative affect (Efklides & Petkaki, 2005) arising from lack of fluency due to interruption of processing.”
Academic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle (2019, background): “For example, Efklides and Petkaki (2005) conducted an experiment whereby mood was manipulated by recalling a very happy or sad memory of an event participants had with a friend.”
Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics (2011, background): “Results that are similar to those of the present study, have been reported by Efklides and Petkaki (2005) who found that task-related positive emotions (e.g. interest) were less connected with academic self-concept of ability and competence than was dispositional or individual interest, measured as…”
Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component (2009, background): “For instance, it can be expected that a conceptual analysis of metacognitive experiences ( Efklides and Petkaki 2005; Efklides 2005) will have to attend to the question of where to mark the line between what is metacognition and what is meta-Paving a clear path in a thick forest: a conceptual analy”
Learning and Emotion: Perspectives for Theory and Research (2010, background): “Accordingly, Efklides & Petkaki (2005) investigated the influences of induced mood on metacognition – like students’ estimation of the level of difficulty of a task – during mathematical problem solving.”