Results 271 to 280 of about 1,854,921 (303)

Emotion and Achievement During Adolescence

Child Development Perspectives, 2017
Abstract Adolescents frequently experience emotions such as enjoyment, hope, pride, anger, anxiety, shame, or boredom at school. These emotions are often intense and can profoundly affect learning, achievement, and psychological health.
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Achievement Goals and Achievement Emotions: A Meta-analysis

Educational Psychology Review, 2011
This meta-analysis synthesized 93 independent samples (N = 30,003) in 77 studies that reported in 78 articles examining correlations between achievement goals and achievement emotions. Achievement goals were meaningfully associated with different achievement emotions.
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Positive Functions of Emotions in Achievement Sports

Research Quarterly for Exercise and Sport, 2011
This article presents the results of two research projects on the emotions of men engaged in achievement outdoor sports. The conditions were analyzed under which emotions carry out positive functions. The question strikes us as a fundamental one, because it is of crucial importance when it comes to increasing sportspeople's success.
Núria, Puig, Anna, Vilanova
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Tell me that I can do it better. The effect of attributional feedback from a learning technology on achievement emotions and performance and the moderating role of individual adaptive reactions to errors

Comput. Educ., 2021
The study investigated whether and how the implementation of attributional feedback in a pen-tablet-based digital learning environment affects students' activity-related achievement emotions (enjoyment, boredom, anger, frustration) and writing ...
C. Schrader, Robert Grassinger
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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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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, P.J. Willis
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Emotional Intelligence and Academic Achievement

Indian Journal of Applied Research, 2011
Teachers with high Self- awareness are fully aware of their emotions, feelings when they teach, interact with students and bear the capacity to assess themselves correctly. As they know their strength and weakness thoroughly, they can be good guides and counselors for the students in institutions.
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Measuring the impact of teaching approaches on achievement‐related emotions: The use of the Achievement Emotions Questionnaire

British Journal of Educational Psychology, 2017
Background This study focuses on achievement emotions in a context of foreign language acquisition in a French‐speaking population. Aims Firstly, the reliability and construct validity of the Achievement Emotion ...
Starkey-Perret, Rebecca, Deledalle, Aurore, Jeoffrion, Christine, Rowe, Charlotte   +3 more
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Achievement-Related Emotions in Preschoolers

1987
Achievement-oriented behavior was characterized by the pioneers of achievement motivation research as “competition with a standard of excellence” (McClelland, Atkinson, Clark, & Lowell, 1953). Competing with a standard of excellence is manifested in such behaviors as the choice of difficulty levels in trying different tasks, or different task ...
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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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