Re-conceptualizing Emotion and Motivation to Learn in Classroom Contexts
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Emotions influence engagement and academic performance through their impact on confidence, motivation, persistence, self-control, anxiety, and curiosity.
“Emotions further influence engagement and academic performance (Meyer & Turner, 2006) through their impact on confidence, motivation, persistence, selfcontrol, anxiety, and curiosity (e.g., Immordino-Yang & Damasio, 2007).”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Meyer & Turner, 2006
Cites
A social-cognitive approach to motivation and personality.
Dweck, C. S., & Leggett, E. L. (1988) · Psychological Review · doi:10.1037/0033-295x.95.2.256 · Cited by 9,745 · see citing works
Classrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468 · see citing works
Skinner, E. A., & Belmont, M. J. (1993) · Journal of Educational Psychology · doi:10.1037/0022-0663.85.4.571 · Cited by 3,428 · see citing works
Progress on a cognitive-motivational-relational theory of emotion
Lazarus, R. S. (1991) · American Psychologist · doi:10.1037/0003-066x.46.8.819 · Cited by 3,272 · see citing works
Creating contexts for involvement in mathematics.
Turner, J. C., Meyer, D. K., Cox, K. E., Logan, C., DiCintio, M., & Thomas, C. T. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.4.730 · Cited by 325 · see citing works
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Baker, R. S. J. D., D'Mello, S. K., Rodrigo, M. M. T., & Graesser, A. C. (2010) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2009.12.003 · Cited by 936 · see citing works
Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup>
Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019) · Applied Developmental Science · doi:10.1080/10888691.2017.1398649 · Cited by 328 · see citing works
“Emotions further influence engagement and academic performance (Meyer & Turner, 2006) through their impact on confidence, motivation, persistence, selfcontrol, anxiety, and curiosity (e.g., Immordino-Yang & Damasio, 2007).”
BackgroundGoetz, T., Lüdtke, O., Nett, U. E., Keller, M. M., & Lipnevich, A. A. (2013) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2013.08.001 · Cited by 211 · see citing works
GRAESSER, A., & McNAMARA, D. (2010) · Educational Psychologist · doi:10.1080/00461520.2010.515933 · Cited by 153 · see citing works
Ghanizadeh, A., & Royaei, N. (2015) · International Journal of Pedagogies and Learning · doi:10.1080/22040552.2015.1113847 · Cited by 136 · see citing works
Mangaroska, K., Sharma, K., Gašević, D., & Giannakos, M. (2022) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12590 · Cited by 100 · see citing works
The mediating role of affect in the relationship between need satisfaction and autonomous motivation
Vandercammen, L., Hofmans, J., & Theuns, P. (2014) · Journal of Occupational and Organizational Psychology · doi:10.1111/joop.12032 · Cited by 64 · see citing works
Decoding Debugging Instruction: A Systematic Literature Review of Debugging Interventions
Yang, S., Baird, M., O’Rourke, E., Brennan, K., & Schneider, B. (2024) · ACM Transactions on Computing Education · doi:10.1145/3690652 · Cited by 29 · see citing works
- Authors
- Meyer, D. K., & Turner, J. C.
- Affiliations
- Elmhurst University (US)
- University of Notre Dame (US)
- Corresponding author
- Meyer, Debra K.
- ORCID
- Meyer, Debra K.
- Venue
- Educational Psychology Review
- Published
- 2006-10-21
- Volume
- 18
- Issue
- 4
- Pages
- 377-390
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W2017610725
- Cited by
- 479
- References
- 5
- Citations by year
- 2026: 20 · 2025: 16 · 2024: 31 · 2023: 18 · 2022: 32 · 2021: 30 · 2020: 25 · 2019: 29 · 2018: 27 · 2017: 27 · 2016: 33 · 2015: 35 · 2014: 28 · 2013: 33 · 2012: 24
- FWCI
- 10.53
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Educational Psychology Review (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Educational Environments and Student Outcomes
- Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
- Keywords
- affective learning, motivation to learn, classroom climate, academic risk-taking, flow theory, goal theory, teacher-student relationship, positive emotional experience, student emotions, teacher emotions
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