How achievement emotions impact students' decisions for online learning, and what precedes those emotions

Internet and Higher Education

Volumn 15, Issue 3, 2012, Pages 161-169

  Tempelaar, Dirk T ^a   Niculescu, Alexandra ^a   Rienties, Bart ^b   Gijselaers, Wim H ^a   Giesbers, Bas ^a  

^a MAASTRICHT UNIVERSITY   (Netherlands)

^b UNIVERSITY OF SURREY   (United Kingdom)

Author keywords

Achievement emotions; Blended learning; Implicit theories of intelligence; Online learning

Indexed keywords

ACHIEVEMENT EMOTIONS; BLENDED LEARNING; EMPIRICAL STUDIES; FACE-TO-FACE LEARNING; FACE-TO-FACE MODES; GOAL SETTING; IMPLICIT THEORIES OF INTELLIGENCE; INDIVIDUAL DIFFERENCES; LEARNING ACTIVITY; ONLINE LEARNING; ONLINE LEARNING MODES;

STUDENTS;

E-LEARNING;

EID: 84861731578     PISSN: 10967516     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.iheduc.2011.10.003     Document Type: Article

References (41)

1. T.W. Acee, H. Kim, H.J. Kim, J. Kim, H.R. Chu, M. Kim, Y. Cho, and F.W. Wicker Academic boredom in under- and over-challenging situations Contemporary Educational Psychology 35 2010 17 27
2. E.M. Anderman, and H. Dawson Learning with motivation R.E. Mayer, P. Alexander, Handbook of research on learning and instruction 2010 Routledge NY, New York 219 241
3. J.B. Arbaugh, M.R. Godfrey, M. Johnson, B.L. Pollack, B. Niendorf, and W. Wresch Research in online and blended learning in the business disciplines: Key findings and possible future directions Internet and Higher Education 12 2009 71 87
4. A.R. Artino Online or face-to-face learning? Exploring the personal factors that predict students' choice of instructional format Internet and Higher Education 13 2010 272 276
5. R. Azevedo The role of self-regulation in learning about science with hypermedia D. Robinson, G. Schraw, Current perspectives on cognition, learning, and instruction 2008 Information Age Publishing Charlotte, NC 127 156
6. Blackwell, L. S. (2002). Psychological mediators of student achievement during the transition to junior high school: The role of implicit theories. Unpublished doctoral dissertation, Columbia University, New York.
7. L. Blackwell, K. Trzesniewski, and C.S. Dweck Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention Child Development 78 2007 246 263
8. J. Brophy Goal theorists should move on from performance goals Educational Psychologist 40 2005 167 176 (Pubitemid 41561679)
9. M.B. Donnellan A psychometric evaluation of two achievement goal inventories Educational and Psychological Measurement 68 2008 643 668
10. C.S. Dweck Self-theories: Their role in motivation, personality, and development 1999 Psychology Press Philadelphia
11. C.S. Dweck The development of ability conceptions A. Wigfield, J. Eccles, The development of achievement motivation 2002 Academic Press New York 57 88
12. C.S. Dweck, and E.L. Leggett A social-cognitive approach to motivation and personality Psychological Review 95 1988 256 273
13. C.S. Dweck, and A. Master Self-theories motivate self-regulated learning D.H. Schunk, B.J. Zimmerman, Motivation and self-regulated learning: Theory, research, and applications 2008 Lawrence Erlbaum Associates New York, NY 31 51
14. C.S. Dweck, and D.C. Molden Self-theories: Their impact on competence motivation and acquisition A.J. Elliot, C.S. Dweck, Handbook of competence and motivation 2005 The Guilford Press New York, NY 122 140
15. A.C. Frenzel, R. Pekrun, and T. Goetz Girls and mathematics - A hopeless issue? A control-value approach to gender differences in emotions towards mathematics European Journal of Psychology of Education 22 2007 497 514
16. W.H. Gijselaers, D.T. Tempelaar, P.K. Keizer, J.M. Blommaert, E.M. Bernard, and H. Kasper Educational innovation in economics and business education: The case of problem-based learning 1995 Kluwer Academic Publishers Dordrecht, Netherlands
17. H. Grant, and C.S. Dweck Clarifying achievement goals and their impact Journal of Personality and Social Psychology 85 2003 541 553 (Pubitemid 37170565)
18. J.A. Greene, and R. Azevedo A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system Contemporary Educational Psychology 34 2009 18 29
19. A. Haydel, and R.W. Roeser On motivation, ability, and the perceived situation in science test performance: A person-centered approach with high school students Educational Assessment 8 2002 163 189 (Pubitemid 36543732)
20. L. Hu, and P.M. Bentler Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives Structural Equation Modeling 6 1999 1 55
21. C.S. Hulleman, S.M. Schrager, S.M. Bodmann, and J.M. Harackiewicz A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin 136 2010 422 449
22. C.S. Hulleman, and C. Senko Up around the bend: Forecasts for achievement goal theory and research in 2020 T.C. Urdan, S.A. Karabenick, Advances in motivation and achievement, vol. 16A 2010 Emerald Group Publishing UK 71 104
23. S.P. Lajoie, and R. Azevedo Teaching and learning in technology-rich environments P. Alexander, P. Winne, Handbook of educational psychology 2nd ed. 2006 Erlbaum Mahwah, NJ 803 821
24. D.C. Molden, and C.S. Dweck Finding meaning in psychology: A lay theories approach to self-regulation, social perception, and social development American Psychologist 61 2006 192 203 (Pubitemid 43667965)
25. R. Pekrun A social cognitive, control-value theory of achievement emotions J. Heckhausen, Motivational psychology of human development 2000 Elsevier Science Oxford, England 143 163
26. R. Pekrun The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice Educational Psychology Review 18 2006 315 341 (Pubitemid 44877237)
27. R. Pekrun, A.J. Elliot, and M.A. Maier Achievement goals and discrete achievement emotions: A theoretical model and prospective test Journal of Educational Psychology 98 2006 583 597 (Pubitemid 44199138)
28. R. Pekrun, A. Frenzel, T. Goetz, and R.P. Perry The control-value theory of achievement emotions: An integrative approach to emotions in education P.A. Schutz, R. Pekrun, Emotion in education 2007 Academic Press San Diego, CA 13 36
29. R. Pekrun, T. Goetz, A.C. Frenzel, P. Barchfeld, and R.P. Perry Measuring emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ) Contemporary Educational Psychology 36 2011 36 48
30. R. Pekrun, T. Goetz, and R.P. Perry Achievement Emotions Questionnaire (AEQ). User's manual 2005 Department of Psychology, University of Munich Munich, Germany
31. R. Pekrun, T. Goetz, W. Titz, and R.P. Perry Academic emotions in students' self-regulated learning and achievement: A program of quantitative and qualitative research Educational Psychologist 37 2002 91 106
32. R. Pekrun, and E.J. Stephens Achievement emotions: A control-value approach Social and Personality Compass 4 2010 238 255
33. R.P. Perry, S. Hladkyj, R.H. Pekrun, R.A. Clifton, and J.G. Chipperfield Perceived academic control and failure in college students: A three-year study of scholastic attainment Research in Higher Education 46 2005 535 569 (Pubitemid 40919932)
34. R.P. Perry, S. Hladkyj, R.H. Pekrun, and S. Pelletier Action control and perceived control in the academic achievement of college students: A longitudinal field study Journal of Educational Psychology 93 2001 776 789
35. J.E. Plaks, S.R. Levy, and C.S. Dweck Lay theories of personality: Cornerstones of meaning in social cognition Social Psychology Compass 3 2009 1069 10981
36. B. Rienties, D.T. Tempelaar, J. Dijkstra, M. Rehm, and W.H. Gijselaers Longitudinal study of online remedial education effects Noah P. Barsky, Mike Clements, Jakob Ravn, Kelly Smith, The power of technology for learning, advances in business education and training, volume 1, part I 2008 Springer Amsterdam, Netherlands 43 59
37. B. Rienties, D.T. Tempelaar, P. Van den Bossche, W.H. Gijselaers, and M. Segers The role of academic motivation in Computer-Supported Collaborative Learning Computers in Human Behavior 25 2009 1195 1206
38. H.G. Schmidt, H.T. van der Molen, W.W.R. te Winkel, and W.H.F.W. Wijnen Constructivist, problem-based learning does work: A meta-analysis of curricular comparisons involving a single medical school Educational Psychologist 44 2009 227 249
39. D.T. Tempelaar, B. Rienties, and B. Giesbers Student learning preferences in a blended learning environment: Investigating the relationship between tool use and learning approaches P. Van den Bossche, W.H. Gijselaers, R.G. Milter, Building learning experiences in a changing world, advances in business education and training, volume 3, part 3 2011 Springer Amsterdam, Netherlands 195 212
40. D.T. Tempelaar, S. Schim van der Loeff, and W.H. Gijselaers Business students' self-theories, goal orientations, and achievement motivations Peter Daly, David Gijbels, Real learning opportunities at business school and beyond 2009 Springer Amsterdam, Netherlands 53 70
41. L. Wilkerson, and W.H. Gijselaers Bringing problem-based learning to higher education: Theory and practice 1996 Jossey-Bass San Francisco