Discovering Emotion in Classroom Motivation Research

By D. K. Meyer, Julianne C. Turner. 2002

501 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/fce34ad2e7f6957eef92bde9d1010f7682bef86d

How researchers see this paper

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

In Developmental and Educational Psychology

In Education

Citations in the corpus

Social Influences on Interest (2016, methodology): “The technique has been adapted to measure responses during a limited time, like a classroom session (Meyer & Turner, 2002).”
Dimensions of students’ views of themselves as learners of mathematics (2011, background): “Human learning in general can be described by the three components: cognition, motivation, and emotion ( Meyer & Turner, 2002 ).”
Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course (2012, background): “In order to address this social desirability issue as well as to better understand academic emotions and design support, future studies should consider the use of a multi-method approach ( Meyer and Turner 2002 ) including the examination of online interactions and discourse analysis (discussion boa”
Teacher and student intrinsic motivation in project-based learning (2009, background): “For example, Meyer and Turner (2002) point out that emotion should be considered in the study of motivation in”
The role of students’ emotions in formal feedback situations (2008, background): “2003 ), and in motivation research (Meyer and Turner 2002 ; Seifert 2004 ).”
The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice (2006, background): “institutions (Ainley, Corrigan, & Richardson, 2005; Meyer & Turner, 2002; Pekrun et al., 2002a, 2002b; Turner & Schallert, 2001).”
Re-conceptualizing Emotion and Motivation to Learn in Classroom Contexts (2006, methodology): “Furthermore, we frequently combined these perspectives using a multi-method and multilevel approach (Meyer & Turner, 2002).”
The Role of Affect in Creative Projects and Exploratory Search (2007, unknown): “Affect has also become a focus for the study of governance in political science: see Nussbaum (2001); Marcus (2002); Markell (2000); and Aldrich and Transue (2002).”
Reflections on Investigating Emotion in Educational Activity Settings (2006, background): “In education, the activity setting is often the classroom ( Meyer & Turner, 2002 ).”
Relations between students' approaches to learning, experienced emotions and outcomes of learning (2012, background): “Within the Self-Regulated Learning research tradition (Pintrich 2004 ), investigations have included students' emotional responses to their learning context to some extent, including emotions and achievement goal theory (Linnenbrink and Pintrich 2002 ; Turner, Husman, and Schallert 2002 ), emotio”
Socially Constructed Self-Regulated Learning and Motivation Regulation in Collaborative Learning Groups (2011, background): “…the role of social and contextual influences of self-regulation in learning (Corno & Mandinach, 2004), there is great diversity as to where the social is positioned in SRL, varying from individual constructivist to more social constructivist perspectives on learning (Meyer & Turner, 2002).”
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures (2018, background): “…tasks in domains such as mathematics, stressing practical applications of the content, and providing socioemotional support are essential for promoting students’ actual and perceived academic competence (Emdin, 2010; Gilrain, 2015; Gutstein, 2016; Klassen & Usher, 2010; D. K. Meyer & Turner, 2002).”
Tensions experienced by teachers and their views of support for pupils with autism spectrum disorders in mainstream schools (2009, background): “In a related vein of research, the role of emotions in education and the importance of emotional literacy in schools have been emphasised by a number of scholars (Meyer and Turner 2002 ; Pekrun, Goetz, and Titz 2002 ; Goetz et al.”
Interest as the Missing Motivator in Self-Regulation (2005, background): “For example, Meyer and Turner (2002) described some fifth grade students who intentionally increased the challenge of a writing task in order to make it more interesting (e.”