메뉴 건너뛰기




Volumn 31, Issue 7, 2011, Pages 779-807

Interest, enjoyment and pride after failure experiences? predictors of students' state-emotions after success and failure during learning in mathematics

Author keywords

Academic emotions; Failure experiences; Goal orientation; On task measures

Indexed keywords


EID: 80053481011     PISSN: 01443410     EISSN: 14695820     Source Type: Journal    
DOI: 10.1080/01443410.2011.608524     Document Type: Article
Times cited : (60)

References (109)
  • 1
    • 25144500191 scopus 로고    scopus 로고
    • Students, tasks and emotions: Identifying the contribution of emotions to students' reading of popular culture and popular science texts
    • Ainley, M., Corrigan, M., & Richardson, N. (2005). Students, tasks and emotions: Identifying the contribution of emotions to students' reading of popular culture and popular science texts. Learning and Instruction, 15(5), 433-447.
    • (2005) Learning and Instruction , vol.15 , Issue.5 , pp. 433-447
    • Ainley, M.1    Corrigan, M.2    Richardson, N.3
  • 2
    • 0036737759 scopus 로고    scopus 로고
    • Interest, learning and the psychological processes that mediate their relationship
    • Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545-561.
    • (2002) Journal of Educational Psychology , vol.94 , Issue.3 , pp. 545-561
    • Ainley, M.1    Hidi, S.2    Berndorff, D.3
  • 3
    • 33845309273 scopus 로고    scopus 로고
    • Measuring self-regulated learning processes through tracking patterns of student interaction with achievement activities
    • Ainley, M., & Patrick, L. (2006). Measuring self-regulated learning processes through tracking patterns of student interaction with achievement activities. Educational Psychology Review, 18(3), 267-286.
    • (2006) Educational Psychology Review , vol.18 , Issue.3 , pp. 267-286
    • Ainley, M.1    Patrick, L.2
  • 4
    • 80053461660 scopus 로고    scopus 로고
    • Validation of the trichotomous framework of achievement goals for Omani students
    • Alkharusi, H. (2010). Validation of the trichotomous framework of achievement goals for Omani students. Educational Research Journal, 25(2), 263-285.
    • (2010) Educational Research Journal , vol.25 , Issue.2 , pp. 263-285
    • Alkharusi, H.1
  • 7
    • 0036026180 scopus 로고    scopus 로고
    • Math anxiety: Personal, educational, and cognitive consequences
    • Ashcraft, M.H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181-185.
    • (2002) Current Directions In Psychological Science , vol.11 , Issue.5 , pp. 181-185
    • Ashcraft, M.H.1
  • 9
    • 0023020183 scopus 로고
    • The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations
    • Baron, R.M., & Kenny, D.A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
    • (1986) Journal of Personality and Social Psychology , vol.51 , Issue.6 , pp. 1173-1182
    • Baron, R.M.1    Kenny, D.A.2
  • 10
    • 33846845117 scopus 로고    scopus 로고
    • Structural equation modelling: Adjudging model fit
    • Barrett, P. (2007). Structural equation modelling: Adjudging model fit. Personality and Individual Differences, 42(5), 815-824.
    • (2007) Personality and Individual Differences , vol.42 , Issue.5 , pp. 815-824
    • Barrett, P.1
  • 11
    • 84952419800 scopus 로고
    • Being concerned with well-being and with learning
    • Boekaerts, M. (1993). Being concerned with well-being and with learning. Educational Psychologist, 28(2), 149-167.
    • (1993) Educational Psychologist , vol.28 , Issue.2 , pp. 149-167
    • Boekaerts, M.1
  • 12
    • 0001880364 scopus 로고    scopus 로고
    • Self-regulated learning: Finding a balance between learning goals and ego-protective goals
    • M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), San Diego, CA: Academic Press
    • Boekaerts, M., & Niemivirta, M. (2000). Self-regulated learning: Finding a balance between learning goals and ego-protective goals. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 417-450). San Diego, CA: Academic Press.
    • (2000) Handbook of Self-regulation , pp. 417-450
    • Boekaerts, M.1    Niemivirta, M.2
  • 14
    • 84981982033 scopus 로고
    • The impact of goal orientations on self-regulation and performance among college students
    • Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal orientations on self-regulation and performance among college students. British Journal of Educational Psychology, 65(3), 317-329.
    • (1995) British Journal of Educational Psychology , vol.65 , Issue.3 , pp. 317-329
    • Bouffard, T.1    Boisvert, J.2    Vezeau, C.3    Larouche, C.4
  • 16
    • 80053538261 scopus 로고
    • Responses to failure as influenced by task attribution, outcome attribution and failure tolerance
    • Clifford, M.M., Kim, A., & McDonald, B.A. (1988). Responses to failure as influenced by task attribution, outcome attribution and failure tolerance. Journal of Experimental Education, 57 (1), 19-37.
    • (1988) Journal of Experimental Education , vol.57 , Issue.1 , pp. 19-37
    • Clifford, M.M.1    Kim, A.2    McDonald, B.A.3
  • 17
    • 12144261469 scopus 로고    scopus 로고
    • The role of goal orientation on negative emotions and goal setting when initial performance falls short of one's performance goal
    • Cron, W.L., Slocum, J.W., Vande Walle, D., & Qingbo Fu, F. (2005). The role of goal orientation on negative emotions and goal setting when initial performance falls short of one's performance goal. Human Performance, 18(1), 55-80.
    • (2005) Human Performance , vol.18 , Issue.1 , pp. 55-80
    • Cron, W.L.1    Slocum, J.W.2    Vande, W.D.3    Qingbo, F.F.4
  • 19
    • 52749091634 scopus 로고    scopus 로고
    • Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes
    • 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.
    • (2008) Contemporary Educational Psychology , vol.33 , Issue.4 , pp. 584-608
    • Daniels, L.M.1    Haynes, T.L.2    Stupnisky, R.H.3    Perry, R.P.4    Newall, N.E.5    Pekrun, R.6
  • 20
    • 33750315476 scopus 로고    scopus 로고
    • Affect and meta-affect in mathematical problem solving: A representational perspective
    • DeBellis, V.A., & Goldin, G.A. (2006). Affect and meta-affect in mathematical problem solving: A representational perspective. Educational Studies in Mathematics, 63(2), 131-147.
    • (2006) Educational Studies In Mathematics , vol.63 , Issue.2 , pp. 131-147
    • Debellis, V.A.1    Goldin, G.A.2
  • 21
    • 0019082386 scopus 로고
    • An analysis of learned helplessness: II. The processing of success
    • Diener, C., & Dweck, C. (1980). An analysis of learned helplessness: II. The processing of success. Journal of Personality and Social Psychology, 39(5), 940-952.
    • (1980) Journal of Personality and Social Psychology , vol.39 , Issue.5 , pp. 940-952
    • Diener, C.1    Dweck, C.2
  • 22
    • 33745963051 scopus 로고    scopus 로고
    • Long-term enhancement of academic self-concept and implicit ability theory through computer-based attributional feedback
    • Dresel, M., & Ziegler, A. (2006). Long-term enhancement of academic self-concept and implicit ability theory through computer-based attributional feedback. Zeitschrift für Pädagogische Psychologie, 20(1), 49-63.
    • (2006) Zeitschrift Für Pädagogische Psychologie , vol.20 , Issue.1 , pp. 49-63
    • Dresel, M.1    Ziegler, A.2
  • 23
    • 0000682105 scopus 로고
    • Dimensions of achievement motivation in schoolwork and sport
    • Duda, J.L., & Nicholls, J.G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84(3), 290-299.
    • (1992) Journal of Educational Psychology , vol.84 , Issue.3 , pp. 290-299
    • Duda, J.L.1    Nicholls, J.G.2
  • 25
    • 58149372679 scopus 로고
    • A social-cognitive approach to motivation and personality
    • Dweck, C., & Leggett, E.L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
    • (1988) Psychological Review , vol.95 , Issue.2 , pp. 256-273
    • Dweck, C.1    Leggett, E.L.2
  • 26
    • 0036407793 scopus 로고    scopus 로고
    • Motivational beliefs, values, and goals
    • Eccles, J.S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132.
    • (2002) Annual Review of Psychology , vol.53 , Issue.1 , pp. 109-132
    • Eccles, J.S.1    Wigfield, A.2
  • 27
    • 25144469735 scopus 로고    scopus 로고
    • Effects of mood on students' metacognitive experiences
    • Efklides, A., & Petkaki, C. (2005). Effects of mood on students' metacognitive experiences. Learning and Instruction, 15(5), 415-431.
    • (2005) Learning and Instruction , vol.15 , Issue.5 , pp. 415-431
    • Efklides, A.1    Petkaki, C.2
  • 28
    • 0033108980 scopus 로고    scopus 로고
    • Test anxiety and the hierarchical model of approach and avoidance achievement motivation
    • Elliot, A.J., & McGregor, H.A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 76(4), 628-644.
    • (1999) Journal of Personality and Social Psychology , vol.76 , Issue.4 , pp. 628-644
    • Elliot, A.J.1    McGregor, H.A.2
  • 32
    • 38349091715 scopus 로고    scopus 로고
    • Girls and mathematics - a hopeless issue? A control-value approach to gender differences in emotions towards mathematics European
    • Frenzel, A.C., Pekrun, R., & Goetz, T. (2007). Girls and mathematics - a hopeless issue? A control-value approach to gender differences in emotions towards mathematics European Journal of Psychology of Education, 22(4), 497-514.
    • (2007) Journal of Psychology of Education , vol.22 , Issue.4 , pp. 497-514
    • Frenzel, A.C.1    Pekrun, R.2    Goetz, T.3
  • 33
    • 0024003903 scopus 로고
    • The laws of emotion
    • Frijda, N.H. (1988). The laws of emotion. American Psychologist, 43(5), 349-358.
    • (1988) American Psychologist , vol.43 , Issue.5 , pp. 349-358
    • Frijda, N.H.1
  • 34
    • 25144496557 scopus 로고    scopus 로고
    • A qualitative orientated approach to learning emotions at school
    • P. Mayring & C. Von Rhöneck (Eds.), Frankfurt a.M: Peter Lang
    • Glaeser-Zikuda, M., & Mayring, P. (2003). A qualitative orientated approach to learning emotions at school. In P. Mayring & C. Von Rhöneck (Eds.), Learning emotions. The influence of affective factors on classroom learning (pp. 103-126). Frankfurt a.M: Peter Lang.
    • (2003) Learning Emotions. the Influence of Affective Factors On Classroom Learning , pp. 103-126
    • Glaeser-Zikuda, M.1    Mayring, P.2
  • 35
    • 77951969515 scopus 로고    scopus 로고
    • Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence
    • Gonida, E.N., Voulala, K., & Kiosseoglou, G. (2009). Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual Differences, 19 (1), 53-60.
    • (2009) Learning and Individual Differences , vol.19 , Issue.1 , pp. 53-60
    • Gonida, E.N.1    Voulala, K.2    Kiosseoglou, G.3
  • 36
    • 0036741839 scopus 로고    scopus 로고
    • Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation
    • Harackiewicz, J.M., Barron, K.E., Tauer, J.M., & Elliot, A.J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94(3), 562-575.
    • (2002) Journal of Educational Psychology , vol.94 , Issue.3 , pp. 562-575
    • Harackiewicz, J.M.1    Barron, K.E.2    Tauer, J.M.3    Elliot, A.J.4
  • 37
    • 0001852741 scopus 로고
    • The nature, effects, and relief of mathematics anxiety
    • Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33-46.
    • (1990) Journal For Research In Mathematics Education , vol.21 , Issue.1 , pp. 33-46
    • Hembree, R.1
  • 38
    • 17444361872 scopus 로고    scopus 로고
    • Interest and adolescence
    • F. Pajares & T. Urdan (Eds.), Greenwich, CT: Information Age
    • Hidi, S., & Ainley, M. (2002). Interest and adolescence. In F. Pajares & T. Urdan (Eds.), Academic motivation of adolescents (pp. 247-275). Greenwich, CT: Information Age.
    • (2002) Academic Motivation of Adolescents , pp. 247-275
    • Hidi, S.1    Ainley, M.2
  • 39
    • 33744942100 scopus 로고    scopus 로고
    • The four-phase model of interest development
    • Hidi, S., & Renninger, K.A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127.
    • (2006) Educational Psychologist , vol.41 , Issue.2 , pp. 111-127
    • Hidi, S.1    Renninger, K.A.2
  • 41
    • 0030822925 scopus 로고    scopus 로고
    • Toward terminological, conceptual, and statistical clarity in the study of mediators and moderators: Examples from the child-clinical and pediatric psychology literatures
    • Holmbeck, G.N. (1997). Toward terminological, conceptual, and statistical clarity in the study of mediators and moderators: Examples from the child-clinical and pediatric psychology literatures. Journal of Consulting and Clinical Psychology, 65(4), 599-610.
    • (1997) Journal of Consulting and Clinical Psychology , vol.65 , Issue.4 , pp. 599-610
    • Holmbeck, G.N.1
  • 43
    • 0003575538 scopus 로고
    • New York, NY: Appleton-Century-Crofts
    • Izard, C.E. (1971). The face of emotion. New York, NY: Appleton-Century-Crofts.
    • (1971) The Face of Emotion
    • Izard, C.E.1
  • 44
    • 0041781638 scopus 로고    scopus 로고
    • Task and ego orientation. The role of goal orientations in anticipated affective reactions to achievement outcomes
    • Jagacinski, C.M., & Strickland, O.J. (2000). Task and ego orientation. The role of goal orientations in anticipated affective reactions to achievement outcomes. Learning and Individual Differences, 12(2), 189-208.
    • (2000) Learning and Individual Differences , vol.12 , Issue.2 , pp. 189-208
    • Jagacinski, C.M.1    Strickland, O.J.2
  • 46
    • 0346754374 scopus 로고    scopus 로고
    • Ein deutsches Instrument zur Erfassung von Zielorientierungen bei Schülerinnen und Schülern [A German questionnaire to assess students' goal orientations]
    • Koeller, O., & Baumert, J. (1998). Ein deutsches Instrument zur Erfassung von Zielorientierungen bei Schülerinnen und Schülern [A German questionnaire to assess students' goal orientations]. Diagnostica, 44(4), 173-181.
    • (1998) Diagnostica , vol.44 , Issue.4 , pp. 173-181
    • Koeller, O.1    Baumert, J.2
  • 47
    • 0035565349 scopus 로고    scopus 로고
    • Does interest matter? The relationship between academic interest and achievement in mathematics Journal for Research
    • Koeller, O., Baumert, J., & Schnabel, K. (2001). Does interest matter? The relationship between academic interest and achievement in mathematics Journal for Research in Mathematics Education, 32(5), 448-470.
    • (2001) Mathematics Education , vol.32 , Issue.5 , pp. 448-470
    • Koeller, O.1    Baumert, J.2    Schnabel, K.3
  • 48
    • 0036262445 scopus 로고    scopus 로고
    • Structural and dynamic aspects of interest development: Theoretical considerations from an ontogenetic perspective
    • Krapp, A. (2002). Structural and dynamic aspects of interest development: Theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12(5), 383-409.
    • (2002) Learning and Instruction , vol.12 , Issue.5 , pp. 383-409
    • Krapp, A.1
  • 49
    • 77954733522 scopus 로고    scopus 로고
    • Prior mathematics achievement, cognitive appraisals and anxiety as predictors of finnish students' later mathematics performance and career orientation
    • Kyttälä, M., & Björn, P.M. (2010). Prior mathematics achievement, cognitive appraisals and anxiety as predictors of finnish students' later mathematics performance and career orientation. Educational Psychology, 30(4), 431-448.
    • (2010) Educational Psychology , vol.30 , Issue.4 , pp. 431-448
    • Kyttälä, M.1    Björn, P.M.2
  • 50
    • 47149106065 scopus 로고    scopus 로고
    • Validation of a Chinese achievement goal orientation questionnaire
    • Lau, K.L., & Lee, J.C. (2008). Validation of a Chinese achievement goal orientation questionnaire. British Journal of Educational Psychology, 78(2), 331-353.
    • (2008) British Journal of Educational Psychology , vol.78 , Issue.2 , pp. 331-353
    • Lau, K.L.1    Lee, J.C.2
  • 53
    • 20444475454 scopus 로고    scopus 로고
    • The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning
    • Linnenbrink, E.A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology, 97 (2), 197-213.
    • (2005) Journal of Educational Psychology , vol.97 , Issue.2 , pp. 197-213
    • Linnenbrink, E.A.1
  • 54
    • 84882528838 scopus 로고    scopus 로고
    • The role of affect in student learning: A multi-dimensional approach to considering the interaction of affect, motivation and engagement
    • P.A. Schutz & R. Pekrun (Eds.), San Diego, CA: Academic Press
    • Linnenbrink, E.A. (2007). The role of affect in student learning: A multi-dimensional approach to considering the interaction of affect, motivation and engagement. In P.A. Schutz & R. Pekrun (Eds.), Emotions in education (pp. 101-118). San Diego, CA: Academic Press.
    • (2007) Emotions In Education , pp. 101-118
    • Linnenbrink, E.A.1
  • 57
    • 0033426526 scopus 로고    scopus 로고
    • Social cognitive influences on self-regulated learning: The impact of actioncontrol beliefs and academic goals on achievement-related outcomes
    • Lopez, D.F. (1999). Social cognitive influences on self-regulated learning: The impact of actioncontrol beliefs and academic goals on achievement-related outcomes. Learning and Individual Differences, 11(3), 301-319.
    • (1999) Learning and Individual Differences , vol.11 , Issue.3 , pp. 301-319
    • Lopez, D.F.1
  • 58
    • 22844453629 scopus 로고    scopus 로고
    • A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics
    • Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5), 520-540.
    • (1999) Journal For Research In Mathematics Education , vol.30 , Issue.5 , pp. 520-540
    • Ma, X.1
  • 61
    • 3042808205 scopus 로고    scopus 로고
    • In search of golden rules: Comment on hypothesistesting approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's findings
    • Marsh, H.W., Hau, K.T., & Wen, Z. (2004). In search of golden rules: Comment on hypothesistesting approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's findings. Structural Equation Modeling, 11(3), 320-41.
    • (2004) Structural Equation Modeling , vol.11 , Issue.3 , pp. 320-431
    • Marsh, H.W.1    Hau, K.T.2    Wen, Z.3
  • 62
    • 12944260472 scopus 로고    scopus 로고
    • The shame of failure: Examining the link between fear of failure and shame
    • McGregor, H.A., & Elliot, A.J. (2005). The shame of failure: Examining the link between fear of failure and shame. Personality and Social Psychology Bulletin, 31(2), 218-231.
    • (2005) Personality and Social Psychology Bulletin , vol.31 , Issue.2 , pp. 218-231
    • McGregor, H.A.1    Elliot, A.J.2
  • 63
    • 58149207610 scopus 로고
    • A pattern analysis of students' achievement goals
    • Meece, J.L., & Holt, K. (1993). A pattern analysis of students' achievement goals. Journal of Educational Psychology, 85(4), 582-590.
    • (1993) Journal of Educational Psychology , vol.85 , Issue.4 , pp. 582-590
    • Meece, J.L.1    Holt, K.2
  • 64
    • 33845296608 scopus 로고    scopus 로고
    • Reconceptualizing emotion and motivation to learn in classroom contexts
    • Meyer, D.K., & Turner, J.C. (2006). Reconceptualizing emotion and motivation to learn in classroom contexts. Educational Psychology Review, 18(4), 377-390.
    • (2006) Educational Psychology Review , vol.18 , Issue.4 , pp. 377-390
    • Meyer, D.K.1    Turner, J.C.2
  • 65
    • 0031313760 scopus 로고    scopus 로고
    • Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory
    • Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89(4), 710-718.
    • (1997) Journal of Educational Psychology , vol.89 , Issue.4 , pp. 710-718
    • Middleton, M.1    Midgley, C.2
  • 66
    • 22444456293 scopus 로고    scopus 로고
    • Motivation for achievement in mathematics: Findings, generalizations, and criticisms of the research
    • Middleton, J.A., & Spanias, P.A. (1999). Motivation for achievement in mathematics: Findings, generalizations, and criticisms of the research. Journal for Research in Mathematics Education, 30(1), 65-88.
    • (1999) Journal For Research In Mathematics Education , vol.30 , Issue.1 , pp. 65-88
    • Middleton, J.A.1    Spanias, P.A.2
  • 67
    • 33846809374 scopus 로고    scopus 로고
    • A time and a place for incremental fit indices
    • Miles, J., & Shevlin, M. (2007). A time and a place for incremental fit indices. Personality and Individual Differences, 42(5), 869-874.
    • (2007) Personality and Individual Differences , vol.42 , Issue.5 , pp. 869-874
    • Miles, J.1    Shevlin, M.2
  • 68
    • 21144483697 scopus 로고
    • Situational interest: Its multifaceted structure in the secondary school mathematics classroom
    • Mitchell, M. (1993). Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85(3), 424-436.
    • (1993) Journal of Educational Psychology , vol.85 , Issue.3 , pp. 424-436
    • Mitchell, M.1
  • 69
    • 38249026235 scopus 로고
    • Individual differences in academic motivation: Perceived ability, goals, beliefs, and values
    • Nicholls, J.G., Cheung, P.C., Lauer, J., & Patashnick, M. (1989). Individual differences in academic motivation: Perceived ability, goals, beliefs, and values. Learning and Individual Differences, 1(1), 63-84.
    • (1989) Learning and Individual Differences , vol.1 , Issue.1 , pp. 63-84
    • Nicholls, J.G.1    Cheung, P.C.2    Lauer, J.3    Patashnick, M.4
  • 74
    • 33750371127 scopus 로고    scopus 로고
    • Accepting emotional complexity': A socio-constructivist perspective on the role of emotions in the mathematics classroom
    • Op't Eynde, P., DeCorte, E., & Verschaffel, L. (2006). 'Accepting emotional complexity': A socio-constructivist perspective on the role of emotions in the mathematics classroom. Educational Studies in Mathematics, 63(2), 193-207.
    • (2006) Educational Studies In Mathematics , vol.63 , Issue.2 , pp. 193-207
    • Op't Eynde, P.1    Decorte, E.2    Verschaffel, L.3
  • 75
    • 77953611665 scopus 로고    scopus 로고
    • Self-concept, self-esteem and academic achievement: Strategies for maintaining self-esteem in students experiencing academic failure
    • Peixoto, F., & Almeida, L.S. (2010). Self-concept, self-esteem and academic achievement: Strategies for maintaining self-esteem in students experiencing academic failure. European Journal of Psychology of Education, 25(2), 157-175.
    • (2010) European Journal of Psychology of Education , vol.25 , Issue.2 , pp. 157-175
    • Peixoto, F.1    Almeida, L.S.2
  • 76
    • 33845331749 scopus 로고    scopus 로고
    • The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice
    • 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.
    • (2006) Educational Psychology Review , vol.18 , Issue.4 , pp. 315-341
    • Pekrun, R.1
  • 77
    • 60849089903 scopus 로고    scopus 로고
    • Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance
    • 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.
    • (2009) Journal of Educational Psychology , vol.101 , Issue.1 , pp. 115-135
    • Pekrun, R.1    Elliot, A.J.2    Maier, M.A.3
  • 78
    • 0036087015 scopus 로고    scopus 로고
    • Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research
    • Pekrun, R., Goetz, T., Titz, W., & Perry, R.P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105.
    • (2002) Educational Psychologist , vol.37 , Issue.2 , pp. 91-105
    • Pekrun, R.1    Goetz, T.2    Titz, W.3    Perry, R.P.4
  • 79
    • 38149147911 scopus 로고
    • The affective experiences of children during mathematics
    • Prawat, R.S., & Anderson, A.L.H. (1994). The affective experiences of children during mathematics. Journal of Mathematical Behaviour, 13(2), 201-222.
    • (1994) Journal of Mathematical Behaviour , vol.13 , Issue.2 , pp. 201-222
    • Prawat, R.S.1    Anderson, A.L.H.2
  • 80
    • 0033270729 scopus 로고    scopus 로고
    • Achievement goals and intrinsic motivation: A meta-analytic review
    • Rawsthorne, L.J., & Elliot, A.J. (1999). Achievement goals and intrinsic motivation: A meta-analytic review. Personality and Social Psychology Review, 3(4), 326-344.
    • (1999) Personality and Social Psychology Review , vol.3 , Issue.4 , pp. 326-344
    • Rawsthorne, L.J.1    Elliot, A.J.2
  • 84
    • 0036083060 scopus 로고    scopus 로고
    • Inquiry on emotions in education
    • Schutz, P.A., & DeCuir, J.T. (2002). Inquiry on emotions in education. Educational Psychologist, 37(2), 125-134.
    • (2002) Educational Psychologist , vol.37 , Issue.2 , pp. 125-134
    • Schutz, P.A.1    Decuir, J.T.2
  • 85
    • 33847767070 scopus 로고    scopus 로고
    • Die Entwicklung von Zielorientierungen im Fach Mathematik von der 3.-5. Jahrgangsstufe
    • Schwinger, M., & Wild, E. (2006). Die Entwicklung von Zielorientierungen im Fach Mathematik von der 3.-5. Jahrgangsstufe [The development of goal orientations in mathematics in 3rd to 5th graders]. Zeitschrift für Pädagogische Psychologie, 20(4), 269-278.
    • (2006) Zeitschrift Für Pädagogische Psychologie , vol.20 , Issue.4 , pp. 269-278
    • Schwinger, M.1    Wild, E.2
  • 86
    • 38249005547 scopus 로고
    • Task motivation and mathematics achievement in actual task situations
    • Seegers, G., & Boekaerts, M. (1993). Task motivation and mathematics achievement in actual task situations. Learning and Instruction, 3(2), 133-150.
    • (1993) Learning and Instruction , vol.3 , Issue.2 , pp. 133-150
    • Seegers, G.1    Boekaerts, M.2
  • 87
    • 78951475677 scopus 로고    scopus 로고
    • Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions
    • Senko, C., Hulleman, C.S., & Harackiewicz, J.M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46(1), 26-47.
    • (2011) Educational Psychologist , vol.46 , Issue.1 , pp. 26-47
    • Senko, C.1    Hulleman, C.S.2    Harackiewicz, J.M.3
  • 89
    • 19444362198 scopus 로고    scopus 로고
    • On the origins of helpless behavior of students with learning disabilities: Avoidance motivation?
    • Sideridis, G.D. (2003). On the origins of helpless behavior of students with learning disabilities: Avoidance motivation? International Journal of Educational Research, 39(4/5), 497-517.
    • (2003) International Journal of Educational Research , vol.39 , Issue.4-5 , pp. 497-517
    • Sideridis, G.D.1
  • 90
    • 15244344192 scopus 로고    scopus 로고
    • What is interesting? Exploring the appraisal structure of interest
    • Silvia, P.J. (2005). What is interesting? Exploring the appraisal structure of interest. Emotion, 5(1), 89-102.
    • (2005) Emotion , vol.5 , Issue.1 , pp. 89-102
    • Silvia, P.J.1
  • 92
    • 0002037905 scopus 로고
    • Asymptotic confidence intervals for indirect effects in structural equation models
    • S. Leinhardt (Ed.), Washington, DC: American Sociological Ass
    • Sobel, M.E. (1982). Asymptotic confidence intervals for indirect effects in structural equation models. In S. Leinhardt (Ed.), Sociological methodology (pp. 290-312). Washington, DC: American Sociological Ass.
    • (1982) Sociological Methodology , pp. 290-312
    • Sobel, M.E.1
  • 93
    • 84865221982 scopus 로고    scopus 로고
    • Dimensionen von Fehlerkultur in der Schule und deren Messung. der Schülerfragebogen zur Fehlerkultur im Unterricht für Schülerinnen und Schüler der Mittel- und Oberstufe
    • Spychiger, M., Kuster, R., & Oser, F. (2006). Dimensionen von Fehlerkultur in der Schule und deren Messung. der Schülerfragebogen zur Fehlerkultur im Unterricht für Schülerinnen und Schüler der Mittel- und Oberstufe [Dimensions of error culture in school and their assessment. A questionnaire for (junior) high school student]. Schweizerische Zeitschrift für Bildungswissenschaften, 28(1), 87-110.
    • (2006) Schweizerische Zeitschrift Für Bildungswissenschaften , vol.28 , Issue.1 , pp. 87-110
    • Spychiger, M.1    Kuster, R.2    Oser, F.3
  • 95
    • 4544339694 scopus 로고
    • Gender differences in children's achievement-related beliefs and emotional responses to success and failure in mathematics
    • Stipek, D.J., & Gralinski, J.H. (1991). Gender differences in children's achievement-related beliefs and emotional responses to success and failure in mathematics. Journal of Educational Psychology, 83(3), 361-371.
    • (1991) Journal of Educational Psychology , vol.83 , Issue.3 , pp. 361-371
    • Stipek, D.J.1    Gralinski, J.H.2
  • 97
    • 77954654248 scopus 로고    scopus 로고
    • Effects on goal orientations endorsed on academic performance, motivation and cognitive strategies of university students
    • Taye, E.A., & Monette, J.A. (2010). Effects on goal orientations endorsed on academic performance, motivation and cognitive strategies of university students. The Social Sciences, 5(2), 139-143.
    • (2010) The Social Sciences , vol.5 , Issue.2 , pp. 139-143
    • Taye, E.A.1    Monette, J.A.2
  • 98
    • 0001214134 scopus 로고
    • Theories of education among academically able adolescents
    • Thorkildsen, T.A. (1988). Theories of education among academically able adolescents. Contemporary Educational Psychology, 13(4), 323-330.
    • (1988) Contemporary Educational Psychology , vol.13 , Issue.4 , pp. 323-330
    • Thorkildsen, T.A.1
  • 99
    • 0032360471 scopus 로고    scopus 로고
    • Fifth graders' achievement orientations and beliefs: Individual and classroom differences
    • Thorkildsen, T.A., & Nicholls, J.G. (1998). Fifth graders' achievement orientations and beliefs: Individual and classroom differences. Journal of Educational Psychology, 90(2), 179-201.
    • (1998) Journal of Educational Psychology , vol.90 , Issue.2 , pp. 179-201
    • Thorkildsen, T.A.1    Nicholls, J.G.2
  • 100
    • 80053498983 scopus 로고    scopus 로고
    • November. Australian Association for Research in Education (AARE) Annual Conference Papers, Melbourne
    • Toh, Y. (2010, November). 2x2 Achievement Goal Framework in Learning and Coping. Australian Association for Research in Education (AARE) Annual Conference Papers, Melbourne.
    • (2010) 2x2 Achievement Goal Framework in Learning and Coping
    • Toh, Y.1
  • 101
    • 0028414894 scopus 로고
    • Reconciling competing motives in self-evaluation: The role of selfcontrol in feedback seeking
    • Trope, Y., & Neter, E. (1994). Reconciling competing motives in self-evaluation: The role of selfcontrol in feedback seeking. Journal of Personality and Social Psychology, 66(4), 646-657.
    • (1994) Journal of Personality and Social Psychology , vol.66 , Issue.4 , pp. 646-657
    • Trope, Y.1    Neter, E.2
  • 103
    • 80053478330 scopus 로고    scopus 로고
    • High- and low-achieving students' emotions and coping with failure in computer-based learning environments in mathematics
    • Tulis, M., & Schoppek, W. (2008). High- and low-achieving students' emotions and coping with failure in computer-based learning environments in mathematics. International Journal of Psychology, 43 (3/4), 162.
    • (2008) International Journal of Psychology , vol.43 , Issue.3-4 , pp. 162
    • Tulis, M.1    Schoppek, W.2
  • 104
    • 43049126541 scopus 로고    scopus 로고
    • Achievement goal orientations and subjective well-being: A person-centered analysis
    • Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2008). Achievement goal orientations and subjective well-being: A person-centered analysis. Learning and Instruction, 18(3), 251-266.
    • (2008) Learning and Instruction , vol.18 , Issue.3 , pp. 251-266
    • Tuominen-Soini, H.1    Salmela-Aro, K.2    Niemivirta, M.3
  • 105
    • 0032257463 scopus 로고    scopus 로고
    • Students' reports of motivation and negative affect: A theoretical and empirical analysis
    • Turner, J.C., Thorpe, P.K., & Meyer, D.K. (1998). Students' reports of motivation and negative affect: A theoretical and empirical analysis. Journal of Educational Psychology, 90(4), 758-771.
    • (1998) Journal of Educational Psychology , vol.90 , Issue.4 , pp. 758-771
    • Turner, J.C.1    Thorpe, P.K.2    Meyer, D.K.3
  • 106
    • 0034239433 scopus 로고    scopus 로고
    • Does motivation affect performance via persistence?
    • Vollmeyer, R., & Rheinberg, F. (2000). Does motivation affect performance via persistence? Learning and Instruction, 10(4), 293-309.
    • (2000) Learning and Instruction , vol.10 , Issue.4 , pp. 293-309
    • Vollmeyer, R.1    Rheinberg, F.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.