Results 101 to 110 of about 34,359 (146)

Emotional posturing: a method towards achieving emotional figure animation

Proceedings. Computer Animation '97 (Cat. No.97TB100120), 2002
Putting emotion into figure animation is a difficult task. The paper describes a method towards solving this problem. An emotional model is proposed based on psychological theory and this is integrated into the posturing of the figure. The system is based on general posturing functions which are interpreted depending on the emotional state of the ...
D. J. Densley, Philip J. Willis
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Exploring Achievement Emotions in Physical Education: The Potential for the Control-Value Theory of Achievement Emotions

Quest, 2018
Emotions experienced in educational settings link to students’ motivation, engagement, learning, and achievement.
Kelly L. Simonton, Alex Garn
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A brief measure for school-related achievement emotions: The achievement Emotions Adjective List (AEAL) for secondary students

European Journal of Developmental Psychology, 2021
The Achievement Emotions Adjective List (AEAL) is a brief self-report multi-item questionnaire deputed to assess ten achievement emotions, namely enjoyment, pride, hope, relief, relaxation, anxiety...
Raccanello D., Brondino M., Crescentini A., Castelli L., Calvo S.   +4 more
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Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis.

Journal of Educational Psychology, 2022
Based on control-value theory (CVT), we examined longitudinal relations between students’ control and value appraisals, three activity-related achievement emotions (enjoyment, anger, and boredom), and math achievement (N = 1,716 fifth and seventh grade students).
Lara Forsblom, Reinhard Pekrun, Kristina Loderer, Francisco Peixoto   +3 more
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Emotional Factors and Academic Achievement

Review of Educational Research, 1959
disorders. Notwithstanding the warning of Redl and Jacobson (106) that the term emotionally disturbed is too broad to have any practical meaning, the emotionally disturbed child and the socially maladjusted child are defined in the 1959 edition of the Dictionary of Education (49). The emotionally disturbed category includes all children needing special
Eli M. Bower, Jack A. Holmes
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Achievement Emotions in Germany and China

Journal of Cross-Cultural Psychology, 2007
The aim of this study was to establish the construct comparability and cross-cultural utility of the German and Chinese versions of the Academic Emotions Questionnaire—Mathematics (AEQ-M). Based on data from 312 German and 579 Chinese eighth-grade students, mean and covariance structures analysis revealed that the AEQ-M shows a high degree of ...
Anne C. Frenzel, Todd M. Thrash, Reinhard Pekrun, Thomas Goetz   +3 more
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An Attributional Theory of Achievement Motivation and Emotion

Psychological Review, 1985
In this chapter a theory of motivation and emotion developed from an attributional perspective is presented. Before undertaking this central task, it might be beneficial to review the progression of the book. In Chapter 1 it was suggested that causal attributions have been prevalent throughout history and in disparate cultures.
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Achievement Emotions in Higher Education

2010
Achievement emotions are ubiquitous in college settings. Apart from test anxiety research and attributional studies, however, higher education research has neglected these emotions. We argue that more research on the occurrence, functions, origins, and regulation of achievement emotions is needed, addressing both outcome emotions related to success and
Reinhard Pekrun, Elizabeth J. Stephens
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Achievement emotions in second language learning

2018
The goal of this dissertation was to examine achievement emotions together with their antecedents and outcomes in English classes. Based on the control-value theory (Pekrun, 2006), I investigated the associations among one distal antecedent (perceived peer emotion), two proximal antecedents (control and value appraisals), achievement emotions and ...
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Associations of Attributional Dimensions with Emotions in Academic Achievement

Psychological Reports, 1998
To examine relationships between causal dimensions and affects in academic achievement, 87 college students were asked to complete a questionnaire, designed to assess their reactions to the outcome of a midterm examination. The questionnaire consisted of two kinds of measures, causal dimensions and affects.
H, Yamauchi, M, Jinnai
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