-
1
-
-
0036026180
-
Math anxiety: Personal, educational, and cognitive consequences
-
Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science,2, 181-185.
-
(2002)
Current Directions In Psychological Science
, vol.2
, pp. 181-185
-
-
Ashcraft, M.H.1
-
2
-
-
0023020183
-
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, 1173-1182.
-
(1986)
Journal of Personality and Social Psychology
, vol.51
, pp. 1173-1182
-
-
Baron, R.M.1
Kenny, D.A.2
-
3
-
-
38149143134
-
Anger in relation to school learning
-
Boekaerts, M. (1993). Anger in relation to school learning. Learning and Instruction, 3, 269-280.
-
(1993)
Learning and Instruction
, vol.3
, pp. 269-280
-
-
Boekaerts, M.1
-
4
-
-
0002213688
-
Rethinking transfer: A simple proposal with multiple implications
-
In A. Iran-Nejad & P.D. Pearson (Eds.), Washington, DC: American Educational Research Association
-
Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple implications. In A. Iran-Nejad & P.D. Pearson (Eds.), Review of research in education (pp.61-100). Washington, DC: American Educational Research Association.
-
(1999)
Review of Research In Education
, pp. 61-100
-
-
Bransford, J.D.1
Schwartz, D.L.2
-
5
-
-
0000013263
-
Self-regulation: A characteristic and a goal of mathematics education
-
In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), San Diego, CA: Academic Press
-
De Corte, E., Verschaffel, L., & Eynde, P. O. (2000). Self-regulation: A characteristic and a goal of mathematics education. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 687-726). San Diego, CA: Academic Press.
-
(2000)
Handbook of Self-regulation
, pp. 687-726
-
-
de Corte, E.1
Verschaffel, L.2
Eynde, P.O.3
-
6
-
-
0033108980
-
Test anxiety and the hierarchical model of approach andavoidance achievement motivation
-
Elliott, A. J., & McGregor, H. (1999). Test anxiety and the hierarchical model of approach andavoidance achievement motivation. Journal of Personality and Social Psychology, 76, 628644.
-
(1999)
Journal of Personality and Social Psychology
, vol.76
, pp. 628644
-
-
Elliott, A.J.1
McGregor, H.2
-
7
-
-
0002033217
-
Resource allocation model of the effects of depressed mood states on memory
-
In K. Fredler, & J. Surname (Eds.), Toronto, Canada: Hogrefe International
-
Ellis, H. C., & Ashbrook, P. W. (1988). Resource allocation model of the effects of depressed mood states on memory. In K. Fredler, & J. Surname (Eds.), Affect, cognition, and socialbehaviour (pp. 25-43). Toronto, Canada: Hogrefe International.
-
(1988)
Affect, Cognition, and Socialbehaviour
, pp. 25-43
-
-
Ellis, H.C.1
Ashbrook, P.W.2
-
8
-
-
0345491618
-
Perceived classroom control, self-regulated learning strategies, and academic achievement
-
Eshel, Y., & Kohavi, R. (2003). Perceived classroom control, self-regulated learning strategies, and academic achievement. Educational Psychology, 23, 249-260.
-
(2003)
Educational Psychology
, vol.23
, pp. 249-260
-
-
Eshel, Y.1
Kohavi, R.2
-
9
-
-
0842346778
-
Testing moderator and mediator effects in counselling psychology research
-
Frazier, P.A., Tix, A.P. & Barron, K.E. (2004). Testing moderator and mediator effects in counselling psychology research. Journal of Counseling Psychology, 51, 115-134.
-
(2004)
Journal of Counseling Psychology
, vol.51
, pp. 115-134
-
-
Frazier, P.A.1
Tix, A.P.2
Barron, K.E.3
-
10
-
-
36048938400
-
Perceived learning environment and students'emotional experiences: A multilevel analysis of mathematics classrooms
-
Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Perceived learning environment and students'emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction, 17, 478-493.
-
(2007)
Learning and Instruction
, vol.17
, pp. 478-493
-
-
Frenzel, A.C.1
Pekrun, R.2
Goetz, T.3
-
11
-
-
33745646737
-
Academic emotions from a social-cognitive perspective: Antecedents and domain specificity of students' affect in the context of Latin instruction
-
Goetz, T., Pekrun, R., Hall, N. & Haag, L. (2006). Academic emotions from a social-cognitive perspective: Antecedents and domain specificity of students' affect in the context of Latin instruction. British Journal of Educational Psychology, 76, 289-308.
-
(2006)
British Journal of Educational Psychology
, vol.76
, pp. 289-308
-
-
Goetz, T.1
Pekrun, R.2
Hall, N.3
Haag, L.4
-
12
-
-
33645748417
-
Current perspectives on cognitive and learning styles
-
Harrison, G., Andrews, J., & Saklofske, D. (2003). Current perspectives on cognitive and learning styles. Education Canada, 43, 44-47.
-
(2003)
Education Canada
, vol.43
, pp. 44-47
-
-
Harrison, G.1
Andrews, J.2
Saklofske, D.3
-
13
-
-
84855706352
-
Correlates, causes, effects and treatment of test anxiety
-
Hembree, R. (1988). Correlates, causes, effects and treatment of test anxiety. Review of Educational Research, 58, 47-77.
-
(1988)
Review of Educational Research
, vol.58
, pp. 47-77
-
-
Hembree, R.1
-
14
-
-
33748254203
-
The structure of students' emotions experienced during a mathematical achievement
-
Kleine, M., Goetz, T., Pekrun, R., & Hall, N. (2005). The structure of students' emotions experienced during a mathematical achievement. International Review of Mathematical Education, 37, 221-225.
-
(2005)
International Review of Mathematical Education
, vol.37
, pp. 221-225
-
-
Kleine, M.1
Goetz, T.2
Pekrun, R.3
Hall, N.4
-
15
-
-
0031520535
-
Beyond general arousal: Effects of specific emotions on memory
-
Levine, L. J., & Burgess, S. L. (1997). Beyond general arousal: Effects of specific emotions on memory. Social Cognition, 15, 157-181.
-
(1997)
Social Cognition
, vol.15
, pp. 157-181
-
-
Levine, L.J.1
Burgess, S.L.2
-
16
-
-
0001852607
-
Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation
-
In C. Sansone & J. Harackiewicz (Eds.), San Diego, CA: Academic Press
-
Linnenbrink, E.A., & Pintrich, P.R. (2000). Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation. In C. Sansone & J. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 195-227). San Diego, CA: Academic Press.
-
(2000)
Intrinsic and Extrinsic Motivation: The Search For Optimal Motivation and Performance
, pp. 195-227
-
-
Linnenbrink, E.A.1
Pintrich, P.R.2
-
17
-
-
0033473021
-
The role of goals and affect in working memory functioning
-
Linnenbrink, E. A., Ryan, A. M., & Pintrich, P. R. (1999). The role of goals and affect in working memory functioning. Learning and Individual Differences, 11, 213-230.
-
(1999)
Learning and Individual Differences
, vol.11
, pp. 213-230
-
-
Linnenbrink, E.A.1
Ryan, A.M.2
Pintrich, P.R.3
-
18
-
-
0033243693
-
What is learned in an after-school computer club?
-
Mayer, R. E., Quilici, J. L., & Moreno, R. (1999). What is learned in an after-school computer club? Journal of Educational Computing Research, 20, 223-235.
-
(1999)
Journal of Educational Computing Research
, vol.20
, pp. 223-235
-
-
Mayer, R.E.1
Quilici, J.L.2
Moreno, R.3
-
19
-
-
0000347836
-
The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators
-
Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. Applied Psychology: An International Review, 41, 359-376.
-
(1992)
Applied Psychology: An International Review
, vol.41
, pp. 359-376
-
-
Pekrun, R.1
-
20
-
-
77956777751
-
A social-cognitive, control-value theory of achievement emotions
-
In J. Heckhausen (Ed.), Oxford,UK: Elsevier
-
Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotions. In J. Heckhausen (Ed.), Motivational psychology of human development (pp. 143-163). Oxford,UK: Elsevier.
-
(2000)
Motivational Psychology of Human Development
, pp. 143-163
-
-
Pekrun, R.1
-
21
-
-
33845331749
-
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, 315-341.
-
(2006)
Educational Psychology Review
, vol.18
, pp. 315-341
-
-
Pekrun, R.1
-
22
-
-
33746911574
-
Achievement goals and discrete achievement emotions: A theoretical model and prospective test
-
Pekrun, R., Elliot, A., & Maier, M.A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583-597.
-
(2006)
Journal of Educational Psychology
, vol.98
, pp. 583-597
-
-
Pekrun, R.1
Elliot, A.2
Maier, M.A.3
-
23
-
-
60849089903
-
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, 115-135.
-
(2009)
Journal of Educational Psychology
, vol.101
, pp. 115-135
-
-
Pekrun, R.1
Elliot, A.J.2
Maier, M.A.3
-
24
-
-
33845299342
-
-
Location: University of Munich, Department of Psychology
-
Pekrun, R., Goetz, T., & Frenzel, A. C. (2005). Academic emotions questionnaire- Mathematics (AEQ-M) User's manual. Location: University of Munich, Department of Psychology.
-
(2005)
Academic Emotions Questionnaire- Mathematics (AEQ-M) User's Manual
-
-
Pekrun, R.1
Goetz, T.2
Frenzel, A.C.3
-
25
-
-
0036087015
-
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, 91-105.
-
(2002)
Educational Psychologist
, vol.37
, pp. 91-105
-
-
Pekrun, R.1
Goetz, T.2
Titz, W.3
Perry, R.P.4
-
26
-
-
33845296771
-
-
1996, month, Paper presented at the annual meeting of the American Educational Research Association, New York
-
Pekrun, R., & Hofmann, H. (1996, month). Affective and motivational processes: Contrasting interindividual and intraindividual perspectives. Paper presented at the annual meeting of the American Educational Research Association, New York.
-
Affective and Motivational Processes: Contrasting Interindividual and Intraindividual Perspectives
-
-
Pekrun, R.1
Hofmann, H.2
-
27
-
-
33646388816
-
-
2000, April, Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA
-
Pekrun, R., Molfenter, S., Titz, W., & Perry, R.P. (2000, April). Emotion,learning, and achievement in university students:Longitudinal studies. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
-
Emotion,learning, and Achievement In University Students:Longitudinal Studies
-
-
Pekrun, R.1
Molfenter, S.2
Titz, W.3
Perry, R.P.4
-
28
-
-
33748278821
-
Motivation and classroom learning
-
In I. B. Weiner (Ed.), Hoboken, NJ: John Wiley & Sons
-
Pintrich, P.R. (2003). Motivation and classroom learning. In I. B. Weiner (Ed.), Handbook of psychology (pp. 103-114). Hoboken, NJ: John Wiley & Sons.
-
(2003)
Handbook of Psychology
, pp. 103-114
-
-
Pintrich, P.R.1
-
29
-
-
0002720721
-
Motivational and self-regulated learning components of classroom academic performance
-
Pintrich, P.R., & DeGroot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
-
(1990)
Journal of Educational Psychology
, vol.82
, pp. 33-40
-
-
Pintrich, P.R.1
Degroot, E.2
-
30
-
-
0004107362
-
-
Ann Arbor, MI: University of Michigan
-
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (Tech. Rep. No. 91-B-004). Ann Arbor, MI: University of Michigan.
-
(1991)
A Manual For the Use of the Motivated Strategies For Learning Questionnaire (Tech. Rep. No. 91-B-004)
-
-
Pintrich, P.R.1
Smith, D.A.F.2
Garcia, T.3
McKeachie, W.J.4
-
32
-
-
0003079565
-
Consequences require antecedents: Toward a process model of emotion elicitation
-
In J. Forgas (Ed.), New York, NY: Cambridge University Press
-
Smith, C., & Kirby, L. (2000). Consequences require antecedents: Toward a process model of emotion elicitation. In J. Forgas (Ed.), Feeling and thinking: The role of affect in social cognition (pp. 83-106). New York, NY: Cambridge University Press.
-
(2000)
Feeling and Thinking: The Role of Affect In Social Cognition
, pp. 83-106
-
-
Smith, C.1
Kirby, L.2
-
33
-
-
33749518790
-
Critical thinking ability and disposition as factors of performance on a written critical thinking test
-
Taube, K. T. (1997). Critical thinking ability and disposition as factors of performance on a written critical thinking test. Journal of General Education, 46, 129-164.
-
(1997)
Journal of General Education
, vol.46
, pp. 129-164
-
-
Taube, K.T.1
-
35
-
-
0035354478
-
Expectancy-value relationships of shame reactions and shame resiliency
-
Turner, J.E., & Schallert, D.L. (2001). Expectancy-value relationships of shame reactions and shame resiliency. Journal of Educational Psychology, 93, 320-329.
-
(2001)
Journal of Educational Psychology
, vol.93
, pp. 320-329
-
-
Turner, J.E.1
Schallert, D.L.2
-
36
-
-
0032257463
-
Students' reports of motivation and negative affect: A theoretical and empirical analysis
-
Turner, J., Thorpe, P., & Meyer, D. (1998). Students' reports of motivation and negative affect: A theoretical and empirical analysis. Journal of Educational Psychology, 90, 758-771.
-
(1998)
Journal of Educational Psychology
, vol.90
, pp. 758-771
-
-
Turner, J.1
Thorpe, P.2
Meyer, D.3
-
37
-
-
0000359597
-
The teaching of learning strategies
-
In M.C. Wittrock (Ed.), New York, NY: Macmillan
-
Weinstein, C.E., & Mayer, R.E. (1986). The teaching of learning strategies. In M.C. Wittrock (Ed.), Handbook of research on teaching (pp. 315, 327). New York, NY: Macmillan.
-
(1986)
Handbook of Research On Teaching
, pp. 315
-
-
Weinstein, C.E.1
Mayer, R.E.2
-
39
-
-
0002115332
-
Attaining self-regulation: A social cognitive perspective
-
In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), San Diego, CA: Academic Press
-
Zimmerman, B.J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.
-
(2000)
Handbook of Self-regulation
, pp. 13-39
-
-
Zimmerman, B.J.1
-
40
-
-
43449127813
-
Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects
-
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166-184.
-
(2008)
American Educational Research Journal
, vol.45
, pp. 166-184
-
-
Zimmerman, B.J.1
-
41
-
-
0002204168
-
Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use
-
Zimmerman, B. J., & Martinez-Pons, M. (1986). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.
-
(1986)
Journal of Educational Psychology
, vol.82
, pp. 51-59
-
-
Zimmerman, B.J.1
Martinez-Pons, M.2
|