The link between achievement emotions, appraisals, and task performance: pedagogical considerations for emotions in CBLEs
Tóm tắt
Từ khóa
Tài liệu tham khảo
Baker, R. S. J., D’Mello, S. K., Mercedes, M. T., & Graesser, A. C. (2010). Better to be frustrated than bored: The incidence, persistence, and impact of learners’ cognitive–affective states during interactions with three different computer-based learning environments. International Journal of Human-Computer Studies, 68, 223–241.
Bosch, N., D’Mello, S., Baker, R., Ocumpaugh, J., Shute, V., Ventura, M., Wang, L., & Zhao, W. (2015). Automatic detection of learning-centered affective states in the wild. In Proceedings of the 20th international conference on intelligent user interfaces (pp. 379–388). ACM.
Calvo, R. A., & D’Mello, A. C. (2012). Frontiers of affect-aware learning technologies. IEEE Intelligent Systems, 27, 86–89.
Calvo, R. A., & D’Mello, S. (2010). Affect detection: An interdisciplinary review of models, methods, and their applications. Affective Computing, IEEE Transactions on, 1(1), 18–37.
Carver, C. S., & Scheier, M. F. (2014). The experience of emotions during goal pursuit. In R. Pekrun & L. Linnenbrink- Garcia (Eds.), International handbook of emotions in education (pp. 56–72). New York: Routledge.
Cassady, J. C. (2004). The influence of cognitive test anxiety across the learning–testing cycle. Learning and Instruction, 14(6), 569–592.
D’Mello, S. K. (2013). A selective meta-analysis on the relative incidence of discrete affective states during learning with technology. Journal of Educational Psychology, 105, 1082–1099.
D’Mello, S., & Graesser, A. (2012). Dynamics of affective states during complex learning. Learning and Instruction, 22(2), 145–157.
D’Mello, S., Lehman, B., Pekrun, R., & Graesser, A. (2014). Confusion can be beneficial for learning. Learning and Instruction, 29, 153–170.
Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33(4), 584–608.
Doleck, T., Basnet, R. B., Poitras, E. G., & Lajoie, S. P. (2015). Mining learner–system interaction data: implications for modeling learner behaviors and improving overlay models. Journal of Computers in Education, 2(4), 421–447.
Duffy, M., Lajoie, S., Jarrell, A., Pekrun, R., Azevedo, R., & Lachapelle, K. (2015). Emotions in medical education: Developing and testing a scale of emotions across medical learning environments. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Frenzel, A. C., Thrash, T. M., Pekrun, R., & Goetz, T. (2007). Achievement emotions in Germany and China: A cross-cultural validation of the Academic Emotions Questionnaire-Mathematics (AEQ-M). Journal of Cross-Cultural Psychology, 38, 302–309.
Goetz, T., Frenzel, A. C., Stoeger, H., & Hall, N. C. (2010). Antecedents of everyday positive emotions: An experience sampling analysis. Motivation and Emotion, 34(1), 49–62.
Hall, N. C., Perry, R. P., Ruthig, J. C., Hladkyj, S., & Chipperfield, J. G. (2006). Primary and secondary control in achievement settings: A longitudinal field study of academic motivation, emotions, and performance. Journal of Applied Social Psychology, 36(6), 1430–1470.
Harley, J. M., & Azevedo, R. (2014). Toward a feature-driven understanding of students’ emotions during interactions with agent-based learning environments: A selective review. International Journal of Gaming and Computer-Mediated Simulation, 6(3), 17–34.
Harley, J. M., Bouchet, F., Hussain, S., Azevedo, R., & Calvo, R. (2015). A multi-componential analysis of emotions during complex learning with an intelligent multi-agent system. Computers in Human Behavior, 48, 615–625.
Harley, J. M., Carter, C. K., Papaionnou, N., Bouchet, F., Azevedo, R., Landis, R. L., & Karabachian, L. (2016). Examining the predictive relationship between personality and emotion traits and students’ agent-directed emotions: Towards emotionally-adaptive agent-based learning environments. User Modeling and User-Adapted Interaction, 26, 177–219.
Jarrell, A., Harley, J. M., Lajoie, S. P., & Naismith, L. (2015). Examining the relationship between performance feedback and emotions in diagnostic reasoning: Toward a predictive framework for emotional support. In C. Conati & N. Heffernan (Eds.), Lectures notes in artificial intelligence (Vol. 9112, pp. 657–660). Artificial intelligence in education Switzerland: Springer.
Jarrell, A., Harely, J. M., & Lajoie, S. P. (2016). How do emotions experienced during problem solving relate to students’ perceived and actual performance? Paper presented at the American Educational Research Association, Washington, DC.
Lajoie, S. P. (2009). Developing professional expertise with a cognitive apprenticeship model: Examples from avionics and medicine. In K. A. Ericsson (Ed.), Development of professional expertise: Toward measurement of expert performance and design of optimal learning environments (pp. 61–83). Cambridge: Cambridge University Press.
Lajoie, S. P., Lee, L., Poitras, E., Bassiri, M., Kazemitabar, M., Cruz-Panesso, I., et al. (2015). The role of regulation in medical student learning in small groups: Regulating oneself and others’ learning and emotions. Computers in Human Behavior, 52, 601–616.
Lazarus, R. S. (2006). Emotions and interpersonal relationships: Toward a person-centered conceptualization of emotions and coping. Journal of Personality, 74(1), 9–46.
Linnenbrink-Garcia, L., & Barger, M. M. (2014). Achievement goals and emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 142–161). New York: Routledge.
Martinent, G., Nicolas, M., Gaudreau, P., & Campo, M. (2013). A cluster analysis of affective states before and during competition. Journal of Sport & Exercise Psychology, 35(6), 600–611.
Mayer, R. (2011). Information processing. In K. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook: Theories, constructs, and critical issues (Vol. 1, pp. 85–100). Washington, DC: APA.
Meinhardt, J., & Pekrun, R. (2003). Attentional resource allocation to emotional events: An ERP study. Cognition and Emotion, 17, 477–500.
Meyers, L., Gamst, G., & Guarino, A. (2013). Applied multivariate research: Design and interpretation. Thousand Oaks, CA: SAGE.
Naismith, L. M. (2013). Examining motivational and emotional influences on medical students’ attention to feedback in a technology-rich environment for learning clinical reasoning. Unpublished doctoral dissertation. Department of Educational and Counselling Psychology, McGill University, Montreal, QC, Canada.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115–135.
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531–549. doi: 10.1037/a0019243 .
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91–106.
Pekrun, R., & Hofmann, H. (1996). Affective and motivational processes: Contrasting interindividual and intraindividual perspectives. Paper presented at the annual meeting of the American Educational Research Association, New York.
Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 120–141). New York: Routledge.
Ranellucci, J., Hall, N. C., & Goetz, T. (2015). Achievement goals, emotions, learning, and performance: A process model. Motivation Science, 1(2), 98–120.
Rieber, L. P., & Noah, D. (2008). Games, simulations, and visual metaphors in education: antagonism between enjoyment and learning. Educational Media International, 45(2), 77–92.
Russell, J. A., Weiss, A., & Mendelsohn, G. A. (1989). Affect grid: A single-item scale of pleasure and arousal. Journal of Personality and Social Psychology, 57(3), 493–502.
Ruthig, J. C., Perry, R. P., Hladkyj, S., Hall, N. C., Pekrun, R., & Chipperfield, J. G. (2008). Perceived control and emotions: Interactive effects on performance in achievement settings. Social Psychology of Education, 11(2), 161–180.
Seibert, P. S., & Ellis, H. C. (1991). Irrelevant thoughts, emotional mood states, and cognitive task performance. Memory & Cognition, 19(5), 507–513.
Tong, E. M., Bishop, G. D., Enkelmann, H. C., Why, Y. P., Diong, S. M., Khader, M., & Ang, J. (2007). Emotion and appraisal: A study using ecological momentary assessment. Cognition and Emotion, 21(7), 1361–1381.
Zeidner, M. (1998). Test anxiety: The state of the art. New York: Springer.
Zeidner, M. (2014). Anxiety in education. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 265–288). New York: Taylor & Francis.