Emotions and emotion regulation in academic settings

Handbook of Educational Psychology: Third Edition

Volumn , Issue , 2015, Pages 76-90

  Boekaerts, Monique ^a   Pekrun, Reinhard ^b,c  

^a LEIDEN UNIVERSITY   (Netherlands)

^b International Academy of Education ^*  (United States)

^c UNIVERSITY OF MUNICH   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84941620021     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (84)

1. Ahmed, W., van der Werf, G., Kuyper, H., & Minnaert, A. (2013). Emotions, self-regulated learning, and achievement in mathematics: A growth curve analysis. Journal of Educational Psychology, 105, 150-161.
2. Allen, V., MacCann, C., Matthews, G., & Roberts, R. D. (2014). Emotional intelligence in education: From pop to emerging science. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 162-182). New York: Taylor & Francis.
3. Amelang, M., & Steinmayr, R. (2006). Is there a validity increment for tests of emotional intelligence in explaining the variance of performance criteria? Intelligence, 34, 459-468.
4. Aspinwall, L. (1998). Rethinking the role of positive affect in selfregulation. Motivation and Emotion, 22, 1-32.
5. Bargh, J. A., & Williams, L. E. (2007). The nonconscious regulation of emotion. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 429-445). New York: Guilford Press.
6. Bar-On, R. (1997). The Emotional Intelligence Inventory (EQ-I): Technical manual. Toronto, Canada: Multi-Health Systems.
7. Barrett, L. F., & Russell, J. A. (1998). Independence and bipolarity in the structure of current affect. Journal of Personality and Social Psychology, 74, 967-984.
8. Baumeister, R. F. (2005). The cultural animal: Human nature, meaning, and social life. New York: Oxford University Press.
9. Baumeister, R. F., Zell, A. L., & Tice, D. M. (2007). How emotions facilitate and impair self-regulation. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 408-427). New York: Guilford Press.
10. Boekaerts, M. (1993). Anger in relation to school learning. Learning and Instruction, 3, 269-280.
11. Boekaerts, M. (1999). Coping in context: Goal frustration and goal ambivalence in relation to academic and interpersonal goals. In E. Frydenberg (Ed.). Learning to cope: Developing as a person in complex societies (pp. 175-197). Oxford: Oxford University Press.
12. Boekaerts, M. (2006). Self-regulation and effort investment. In E. Sigel & K. A. Renninger (Vol. Eds), Handbook of child psychology (Vol. 4, pp. 345-377). New York: Wiley.
13. Boekaerts, M. (2010). Motivation and self-regulation: Two close friends. In T. C. Urdan & S. A. Karabenick (Eds.), The decade ahead: Applications of motivation and achievement. Advances in motivation and achievement (Vol. 16b, pp. 69-108). Bingley, UK: Emerald.
14. Boekaerts, M. (2011). Emotions, emotion regulation, and self-regulation of learning. In B. Zimmerman & D. Schunk (Eds.), Handbook of selfregulation of learning and performance (pp. 408-425). London: Routledge.
15. Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54, 199-231.
16. 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 selfregulation (pp. 417-450). San Diego, CA: Academic Press.
17. Boekaerts, M., & Röder, I. (1999). Stress, coping, and adjustment in children with a chronic disease: A review of the literature. Disability and Rehabilitation, 21, 311-337.
18. Brackett, M. A., & Rivers, S. E. (2014). Transforming students' lives with social and emotional learning. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 368-388). New York: Taylor & Francis.
19. Buff, A. (2014). Enjoyment of learning and its personal antecedents: Testing the change-change assumption of the control-value theory of achievement emotions. Learning and Individual Differences, 31, 21-29.
20. Chan, C. K., McDermott, K. B., & Roediger, H. L. (2006). Retrieval induced facilitation: Initially nontested material can benefit from prior testing. Journal of Experimental Psychology: General, 135, 533-571.
21. Clore, G. L., & Huntsinger, J. R. (2009). How the object of affect guides its impact. Emotion Review, 1, 39-54.
22. Compas, B. E., Malcarne, V. L., & Fondacaro, K. (1988). Coping with stressful events in older children and adolescents. In L. A. Bond & B. E. Compas (Eds.), Primary prevention and promotion in the schools (pp. 319-340). Newbury Park: Sage.
23. Crombach, M. J., Boekaerts, M., & Voeten, M. J. M. (2003). Online measurement of appraisals of students faced with curricular tasks. Educational and Psychological Measurement, 63(1), 96-111.
24. Daniels, L. M., & Stupnisky, R. H. (2012). Not that different in theory:Discussing the control-value theory of emotions in online learning environments. Internet and Higher Education, 15, 222-226.
25. Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024-1037.
26. Di Fabio, A., & Palazzeschi, L. (2009). An in-depth look at scholastic success:Fluid intelligence, personality traits or emotional intelligence? Personality and Individual Differences, 46, 581-585.
27. D'Mello, S. (2013). A selective meta-analysis on the relative incidence of discrete affective states during learning with technology. Journal of Educational Psychology, 105, 1082-1099.
28. D'Mello, S., Lehman, B., Pekrun, R., & Graesser, A. (2014). Confusion can be beneficial for learning. Learning and Instruction, 29, 153-170.
29. Efklides, A. (2006). Metacognition and affect: What can metacognitive experiences tell us about the learning process? Educational Research Review, 1, 3-14.
30. Ellis, H. C., & Ashbrook, P. W. (1988). Resource allocation model of the effect of depressed mood states on memory. In K. Fiedler & J. Forgas (Eds.), Affect, cognition, and social behavior (pp. 25-43). Toronto:Hogrefe International.
31. Fredricks, J. A., & Eccles, J. (2002). Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains. Developmental Psychology, 38, 519-533.
32. Fredrickson, B. L. (2001). The role of positive emotions in positive psychology:The broaden-and-build theory of positive emotions. American Psychologist, 56, 218-226.
33. Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101, 705-716.
34. Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Perceived learning environment and students' emotional experiences: A multi-level analysis of mathematics classrooms. Learning and Instruction, 17, 478-493.
35. Goetz, T., Frenzel, A. C., Stoeger, H., & Hall, N. C. (2010). Antecedents of everyday positive emotions: An experience sampling analysis. Motivation and Emotion, 34, 49-62.
36. Goleman, D. (1995). Emotional intelligence. New York: Bantam.
37. Graham, S., & Taylor, A. Z. (2014). An attributional approach to emotional life in the classroom. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 96-119). New York: Routledge.
38. Gross, J. J., & John, O. P. (2002). Wise emotion regulation. In L. F. Barrett & P. Salovey (Eds.), The wisdom of feelings: Psychological processes in emotional intelligence (pp. 297-318). New York, NY: Guilford Press.
39. Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348-362.
40. Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 3-26). New York, NY: Guilford Press.
41. Gyurak, A., Gross, J. J., and Etkin, A. (2011). Explicit and implicit emotion regulation:A dual-process framework. Cognition and Emotion, 25, 400-412.
42. Heckhausen, H. (1991). Motivation and action. New York: Springer.
43. Helmke, A. (1993). Die Entwicklung der Lernfreude vom Kindergarten bis zur 5. Klassenstufe [Development of enjoyment of learning from kindergarten to grade 5]. Zeitschrift für Pädagogische Psychologie, 7, 77-86.
44. Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58, 47-77.
45. Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410-1412.
46. Hyson, M., Copple, C., & Jones, J. (2006). Early child development and education. In K. A. Renninger & I. E. Sigel (Eds.), Handbook of child psychology (6th ed., pp. 3-47). New York: Wiley.
47. Jacobs, S. E., & Gross, J. J. (2014). Emotion regulation in education:Conceptual foundations, current applications, and future directions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 183-201). New York: Taylor & Francis.
48. Johnson, D. W., & Johnson, R. T. (1974). Instructional goal structure:Cooperative, competitive or individualistic. Review of Educational Research, 4, 213-240.
49. Kuhbandner, C., & Pekrun, R. (2013). Affective state influences retrieval-induced forgetting for integrated knowledge. PloS ONE, 8(2), e56617.
50. Lane, A. M., Whyte, G. P., Terry, P. C., & Nevill, A. M. (2005). Mood, self-set goals and examination performance: The moderating effect of depressed mood. Personality and Individual Differences, 39, 143-153.
51. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.
52. Lewis, M., Haviland-Jones, J. M., & Feldman Barrett, L. (Eds.). (2008). Handbook of emotions (3rd ed.). New York: Guilford.
53. Linnenbrink, E. A. (2007). The role of affect in student learning: A multidimensional approach to considering the interaction of affect, motivation, and engagement. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 107-124). Amsterdam: Academic Press.
54. Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37, 69-78.
55. Marsh, H. W. (1987). The big-fish-little-pond effect on academic selfconcept. Journal of Educational Psychology, 79, 280-295.
56. Matthews, G., Zeidner, M., & Roberts, R. D. (2002). Emotional intelligence:Science and myth. Cambridge, MA: MIT Press.
57. Meece, J.L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82, 60-70.
58. Meinhardt, J., & Pekrun, R. (2003). Attentional resource allocation to emotional events: An ERP study. Cognition and Emotion, 17, 477-500.
59. Parrott, W. G., & Spackman, M. P. (2000). Emotion and memory. In M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of emotions (2nd ed., pp. 476-490). New York: Guilford Press.
60. Pekrun, R. (1992). Expectancy-value theory of anxiety. In D. G. Forgays, T. Sosnowski, & K. Wrzesniewski (Eds.), Anxiety: Recent developments in self-appraisal, psychophysiological and health research (pp. 23-41). Washington, DC: Hemisphere.
61. 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.
62. Pekrun, R., Cusack, A., Murayama, K., Elliot, A. J., & Thomas, K. (2014). The power of anticipated feedback: Effects on students' achievement goals and achievement emotions. Learning and Instruction, 29, 115-124.
63. 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.
64. Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102, 531-549.
65. Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students' learning and performance:The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48.
66. 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.
67. Pekrun, R., Hall, N. C., Goetz, T., & Perry, R. P. (2014). Boredom and academic achievement: Testing a model of reciprocal causation. Journal of Educational Psychology 106, 696-710.
68. Pekrun, R., & Linnenbrink-Garcia, L. (Eds.). (2014). International handbook of emotions in education. New York: Taylor & Francis.
69. 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: Taylor & Francis.
70. Pekrun, R., vom Hofe, R., Blum, W., Frenzel, A. C., Goetz, T., & Wartha, S. (2007). Development of mathematical competencies in adolescence. In M. Prenzel (Ed.), Studies on the educational quality of schools (pp. 17-37). Münster: Waxmann.
71. Preckel, F., Zeidner, M., Goetz, T., & Schleyer, E. (2008). Female 'big fish' swimming against the tide: The 'big-fish-little-pond effect' and gender ratio in special gifted classes. Contemporary Educational Psychology, 33, 78-96.
72. Punmongkol, P. (2009). The regulation of academic emotions (unpublished doctoral dissertation). Sydney, Australia: University of Sydney.
73. Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408-422.
74. Schutz, P. A., & Pekrun, R. (Eds.). (2007). Emotion in education. San Diego, CA: Academic Press.
75. Schutz, P. A., & Zembylas, M. (Eds.). (2009). Advances in teacher emotion research. The impact on teachers' lives. New York: Springer.
76. Seegers, G., & Boekaerts, M. (1996). Gender-related differences in selfreferenced cognitions in relation to mathematics. Journal for Research in Mathematics Education, 27(2), 215-240.
77. Shuman, V., & Scherer, K. R. (2014). Concepts and structures of emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 13-35). New York: Taylor & Francis.
78. Turner, J. C., Meyer, D. K., Midgley, C., & Patrick, H. (2003). Teacher discourse and sixth graders' reported affect and achievement behaviors in two high-mastery/high-performance mathematics classrooms. Elementary School Journal, 103, 357.
79. Turner, J. E., & Schallert, D. L. (2001). Expectancy-value relationships of shame reactions and shame resiliency. Journal of Educational Psychology, 93, 320-329.
80. Valeski, T. N., & Stipek, D. J. (2001). Young children's feelings about school. Child Development, 72, 1198-1213.
81. Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573.
82. Westefeld, J. S., Homaifar, B., Spotts, J., Furr, S., Range, L., & Werth, J. L. (2005). Perceptions concerning college student suicide: Data from four universities. Suicide & Life-Threatening Behavior, 35, 640-645.
83. Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum.
84. 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.