The Role of Affect in Student Learning. A Multi-Dimensional Approach to Considering the Interaction of Affect, Motivation, and Engagement.

By Elizabeth A. Linnenbrink. 2007

342 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/e60f3e0ebfb9ac2d5b045b9f25b45223c90febd6

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Emotions and emotion regulation in undergraduate studying: examining students’ reports from a self-regulated learning perspective (2015, background): “Although activation is theoretically an important dimension in terms of academic outcomes (e.g. Linnenbrink, 2007; Pekrun et al., 2007), given that (a) we had few emotion items per category (e.g. relief was the only positive deactivating emotion), (b) organising emotions along both dimensions did…”
Plausibility Judgments in Conceptual Change and Epistemic Cognition (2016, background): “In an overview of research on emotion in education, Linnenbrink (2007) stated that current research is converging on “the view that there are bi-directional, reciprocal relations among motivation, affect, and cognition” (p. 311).”
Goals, Emotions, and Emotion Regulation: Perspectives of the Control-Value Theory (2009, background): “…of Munich, Munich , Germany Key Words Achievement goals Control-value theory Emotion regulation Recent research has started to explore the role of emotions as outcomes and antecedents of achievement goals [Linnenbrink, 2007; Linnenbrink & Pintrich, 2002; Pekrun, Elliot, & Maier, 2006, 2009].”
Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance. (2009, background): “Also, as with relations between achievement goals and general affect (vs. discrete emotions), the findings suggest that links with performance are clearer for students' discrete emotions, as compared to general positive and negative affect (Linnenbrink, 2007).”
Linking academic emotions and student engagement: mature-aged distance students’ transition to university (2015, background): “…categories impact on learning in different ways; for example, while pleasant activating emotions such as enjoyment and pride may have a positive impact on motivation and performance, pleasant deactivating emotions such as relief and relaxation have a potentially negative effect (Linnenbrink 2007).”
Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics (2011, neutral): “…goal orientation refers to a focus on avoiding the demonstration of lack of competence compared to others.1 A variety of research findings have pointed to positive associations between students’ mastery goal orientations, learning behaviour and trait emotions (e.g. Linnenbrink, 2007).”
Students emotions during homework in mathematics: Testing a theoretical model of antecedents and ac (2011, background): “Indeed, studies have shown that unpleasant emotions in the in school context lead to lower engagement and predict lower achievement (Linnenbrink, 2007; Pekrun et al., 2002), whereas pleasant emotions predict higher achievement (Pekrun et al.”
Interest-based text preference moderates the effect of text difficulty on engagement and learning (2015, methodology): “In particular, the present study uses a circumplex model of affect (Linnenbrink, 2007; Russell, 1980), which posits that affective states are characterized by two orthogonal dimensions: valence and arousal (also termed activation).”
Measuring emotions in students learning and performance: The Achievement Emotions Questionnaire (AE (2011, methodology): “By using the dimensions valence and acti vation, the taxonomy is consistent with circumplex models of affect that arrange affective states in a two dimensional (valence x activation) space (Feldman Barrett & Russell, 1998; Linnenbrink, 2007).”
Identifying patterns of appraising tests in first-year college students: Implications for anxiety and emotion regulation during test taking. (2008, methodology): “This is where we drew from the circumplex (Barrett, 2006; Linnenbrink, 2007; Russell, & Barrett, 1999), control value (Pekrun et al.”