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Showing papers in "Educational Psychologist in 2002"


Journal ArticleDOI
TL;DR: In this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom were developed.
Abstract: Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects of emotions, and of a control/value theory of their antecedents (Pekrun, 1992b, 2000), were tested in 7 cross-sectional, 3 longitudinal, and 1 diary study using samples of university and school students. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognit...

2,823 citations


Journal ArticleDOI
TL;DR: Four critical social-emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed and integrated into a comprehensive and interdisciplinary model.
Abstract: Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social-emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social-emotional factors that act as both risk and protective factors for disadvantaged students' learning and opportunities for academic success. Four critical social-emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed.

523 citations


Journal ArticleDOI
TL;DR: In this article, the importance of students' and teachers' emotions during instructional interactions was discussed and it was concluded that emotion is an essential part of studying motivation in classroom interactions, constituting an integral part of the interpersonal processes that create classroom contexts.
Abstract: This article discusses the serendipitous findings that illustrated the importance of students' and teachers' emotions during instructional interactions. Through revisiting former assumptions and findings, this article concludes that emotion is an essential part of studying motivation in classroom interactions. Emotions are intertwined in teachers' instructional responses and students' beliefs and actions, constituting an integral part of the interpersonal processes that create classroom contexts. This article calls for new theoretical syntheses and research programs that integrate emotion, motivation, and cognition as equal components in the social process of learning.

440 citations


Journal ArticleDOI
TL;DR: In this article, the concept of ability and talent development is theoretically grounded in five distinct, yet interrelated, notions: ecological psychology, situated cognition, distributed cognition, activity theory, and legitimate peripheral participation.
Abstract: Intelligence, expertise, ability and talent, as these terms have traditionally been used in education and psychology, are socially agreed upon labels that minimize the dynamic, evolving, and contextual nature of individual-environment relations. These hypothesized constructs can instead be described as functional relations distributed across whole persons and particular contexts through which individuals appear knowledgeably skillful. The purpose of this article is to support a concept of ability and talent development that is theoretically grounded in 5 distinct, yet interrelated, notions: ecological psychology, situated cognition, distributed cognition, activity theory, and legitimate peripheral participation. Although talent may be reserved by some to describe individuals possessing exceptional ability and ability may be described as an internal trait, in our description neither ability nor talent are possessed. Instead, they are treated as equivalent terms that can be used to describe functional trans...

431 citations


Journal ArticleDOI
TL;DR: In this article, the authors discuss the relation between achievement goals and affect and develop a conceptual model based on a review of extant literature, which distinguishes between moods and emotions and the relative roles of perceived classroom goal structures and personal goals.
Abstract: This article discusses the research on the relations between achievement goals and develops a conceptual model based on a review of extant literature. The model distinguishes between moods and emotions and the relative roles of perceived classroom goal structures and personal goals. In this article, it is suggested that the relation between achievement goals and affect is asymmetrical and bidirectional. However, given differences in the conceptualization and measurement of affect, the empirical findings are somewhat inconsistent and difficult to interpret in some studies. Thus, there is a clear need for more research on the dynamics of achievement goals and affect in classroom settings.

413 citations


Journal ArticleDOI
TL;DR: The authors argue that adolescents' exploration of new social roles and their quest for status among peers are factors motivating aggression, especially as students make the transition from primary to middle school, and suggest that adults in schools have a hand, either directly or indirectly, in perpetrating these acts.
Abstract: Bullying, in the form of physically, verbally, relationally, or sexually aversive behaviors, increases as youngsters make the transition to middle school. To date, however, policy and research in education and educational psychology has attended only minimally to the social dynamics of school organization or peer groups that may underlie this crisis. We argue that a combination of school- and peer-level factors contribute to bullying, victimization, and sexual harassment. We suggest that adolescents' exploration of new social roles and their quest for status among peers are factors motivating aggression, especially as students make the transition from primary to middle school. More disturbing, and less studied, is the finding that adults in schools have a hand, either directly or indirectly, in perpetrating these acts. Suggestions for future research to guide policy are made.

377 citations


Journal ArticleDOI
TL;DR: In this paper, in-class observations followed by semi-structured, retrospective interviews ameliorate many of the difficulties researchers have experienced in past studies of young children's motivation and self-regulation.
Abstract: This article describes the use of qualitative methods to study young children's engagement in self-regulated learning. In particular, it describes how fine-grained analyses of running records have enabled us to characterize what teachers say and do to foster young children's metacognitive, intrinsically motivated, and strategic behaviour during reading and writing activities in their classrooms. This article argues that in-class observations followed by semi-structured, retrospective interviews ameliorate many of the difficulties researchers have experienced in past studies of young children's motivation and self-regulation. The observations and interviews provide evidence of children in kindergarten through 3rd grade engaging in self-regulatory behaviours, such as planning, monitoring, problem-solving, and evaluating, during complex reading and writing tasks. Also, they reveal variance in young children's motivational profiles that is more consistent with older students than has heretofore been assumed. The in situ investigations of young children's self-regulated learning offer important insights into the nature and degree of support young children require to be successfully self-regulating.

351 citations


Journal ArticleDOI
TL;DR: This article reviewed the role of emotional intelligence (EI) in the educational and school context and found that most intervention programs were not specifically designed to change EI, and very few systematic interventions meet the canons of internal and external validity.
Abstract: This article critically reviews the claimed role of emotional intelligence (EI) in the educational and school context. Our review shows that most intervention programs were not specifically designed to change EI, and very few systematic interventions meet the canons of internal and external validity. Consequently, little objective evidence attesting to the useful role of EI as a predictor of school success and adjustment exists beyond that predicted by intelligence and personality factors. Herein we discuss several crucial issues that need to be addressed prior to developing and implementing EI programs, and we provide specific guidelines for the development, implementation, and evaluation of future EI programs. Currently, the successful schooling of EI is still undetermined.

286 citations


Journal ArticleDOI
TL;DR: This paper reviewed the theoretical foundation of teacher efficacy and critically evaluated historical attempts to measure teacher efficacy, discuss important substantive implications stemming from efficacy research that may advance the field, present recent measurement advances, and highlight several methodologies that have been underutilized in developing teacher efficacy instruments.
Abstract: Founded in social cognitive theory, teachers' self-efficacy beliefs have been repeatedly associated with positive teaching behaviors and student outcomes. However, teacher efficacy has developed a storied history regarding construct validity and measurement integrity. Study of teacher efficacy now stands on the verge of maturity, but such developmental growth will likely be contingent on development of strong theoretical models and effective instrumentation to assess theoretical constructs. The purpose of this article is to (a) briefly review the theoretical foundation of teacher efficacy and critically evaluate historical attempts to measure teacher efficacy, (b) discuss important substantive implications stemming from efficacy research that may advance the field, (c) present recent measurement advances, and (d) highlight several methodologies that have been underutilized in development of teacher efficacy instruments.

278 citations


Journal ArticleDOI
TL;DR: In this article, the authors introduce the concept of emotion in education and discuss the role of emotions in education in the development of education. But they do not discuss any specific programs.
Abstract: (2002). Introduction: Emotions in Education. Educational Psychologist: Vol. 37, No. 2, pp. 67-68.

260 citations


Journal ArticleDOI
TL;DR: The authors examines some of the theoretical foundations on which future inquiry on emotions in education may proceed, and discusses potential approaches for investigating emotions that have emerged from beliefs about the nature of emotions and assumptions about reality and knowledge.
Abstract: This article examines some of the theoretical foundations on which future inquiry on emotions in education may proceed. The study of emotions has a lot of promise in informing the understanding of teaching, motivation, and self-regulated learning; however, it also indicates that inquiry on emotions presents a number of potential challenges. First, the article discusses assumptions about the nature of reality, the nature of the knower, and knowledge that guides the study of emotions. Then, there is a discussion of theoretical views on the nature of emotions that emerge from assumptions about reality and knowledge. Next, the article discusses potential approaches for investigating emotions that have emerged from beliefs about the nature of emotions and assumptions about reality and knowledge. Finally, the article discusses some potential directions for future inquiry on emotions in education. The article also suggests that as this area of inquiry matures, the continual examination of the theoretical foundat...

Journal ArticleDOI
TL;DR: In this paper, the authors describe how scaffolded instruction during whole-class mathematics lessons can provide the knowledge, skills, and supportive context for developing students' self-regulatory processes.
Abstract: This article describes how scaffolded instruction during whole-class mathematics lessons can provide the knowledge, skills, and supportive context for developing students' self-regulatory processes. In examining classroom interactions through discourse analysis, these qualitative methods reflect a theoretical change from viewing self-regulation as an individual process to that of a social process. This article illustrates how studying instructional scaffolding through the analyses of instructional discourse helps further the understanding of how self-regulated learning develops and is realized in mathematics classrooms. Qualitative methods, such as discourse analyses, and their underlying theoretical frameworks have great potential to help "unlock" theories of learning, motivation, and self-regulation through exploring the reciprocity of teaching and learning in classrooms.

Journal ArticleDOI
TL;DR: This paper identified four possible frames of reference related to external comparisons: (a) school-average ability, (b) class average ability, selected students in class, and (c) selected students outside of class.
Abstract: Frames of reference play an important role in the development of academic self-concept because students' judgments of their own achievements have to be made against some frame of reference. Students use multiple frames of reference in making self-judgments. In this article we first distinguish internal and external frames of reference. We then identify four possible frames of reference related to external comparisons: (a) school-average ability, (b) class average ability, (c) selected students in class, and (d) selected students outside of class. We also propose four types of internal comparisons related to schoolwork: (a) comparison of achievements in different school subjects at a given time, (b) comparison of achievements in the same subject across time, (c) comparison of achievements with goals and aspirations, and (d) comparison of achievements in different school subjects with applied effort in those subjects. By analyzing the eight frames of reference in relation to five sources of information, we ...

Journal ArticleDOI
TL;DR: In this paper, the authors argue for using multiple methods to investigate self-regulated learning because only by using a range of methodologies will we be able to appreciate fully its complexity, and provide rich, contextualized description that can answer "what, how, why, and when".
Abstract: This article argues for using multiple methods to investigate self-regulated learning because only by using a range of methodologies will we be able to appreciate fully its complexity. The article focuses on 2 aspects that are afforded by the use of observations and interviews in self-regulated learning research: (a) providing rich, contextualized description that can answer "what, how, why, and when" questions, and (b) enabling methodological triangulation. This article discusses these with reference to the ongoing mixed-method research of middle-grade urban students' engagement in project-based science. The article also reflects on issues and questions that have evolved throughout this research.

Journal ArticleDOI
TL;DR: In this article, the authors examined the self and other-directed emotions and personality inferences that are inherent in achievement settings, including admiration, anger, arrogance, contempt, deceit, derogation, encouragement, envy, flattery, gratitude, guilt, hopelessness, modesty, pride, schadenfreude and sympathy.
Abstract: The study of achievement motivation has been focused on the prediction of performance, while neglecting the self- and other-directed emotions and personality inferences that are inherent in achievement settings. Attributional principles are used here to provide a research scaffold to study these neglected topics. Included within the paper are examinations of admiration, anger, arrogance, contempt, deceit, derogation, encouragement, envy, flattery, gratitude, guilt, hopelessness, modesty, pride, schadenfreude (joy in the failure of another), shame, and sympathy. These are some of the psychologically meaningful emotions and personality inferences that are in need of research attention in achievement contexts.

Journal ArticleDOI
TL;DR: This paper used the emotion of shame as an example for exploring relations of students' goals and emotions, and argued that having clear, important future goals that supply motivating power for students to engage in learning activities is not sufficient to bring about shame recovery.
Abstract: This article uses the emotion of shame as an example for exploring relations of students' goals and emotions. Using the framework of self-regulation and motivation, the article discusses the precursors and consequences of this potentially devastating emotion. The research suggests that motivational and goal-related processes may be associated with triggering a shame reaction, but that they also can contribute to shame resiliency. Specifically, the article argues that having clear, important future goals-for which the course grade or course information is instrumentally connected-particularly facilitates students' recovery from a shame reaction. The article concludes, however, that having future goals that supply motivating power for students to engage in learning activities is not sufficient to bring about shame recovery. For students to obtain their future academic goals, they must have a repertoire of study strategies and volitional strategies as well as self-monitoring strategies, metacognitive strateg...

Journal ArticleDOI
TL;DR: In the context of self-regulated learning (SRL), a growing interest among "students" of SRL in finding ways to study this phenomenon in real contexts and real time, in events rather than as aptitudes (Winne & Perry, 2000; as mentioned in this paper ).
Abstract: The articles appearing in this special issue of the Educational Psychologist were originally presented in a symposium at the annual conference of the American Educational Research Association (April, 2000). They reflect a growing interest among “students” of self-regulated learning in finding ways to study this phenomenon in real contexts and real time, in events rather than as aptitudes (Winne & Perry, 2000). Theorists have used the term self-regulated learning (SRL) to describe independent, academically effective forms of learning that involve metacognition, intrinsic motivation, and strategic action (Winne & Perry, 2000; Zimmerman, 1990). The preponderance of research over the past quarter century has measured SRL as an aptitude. Traditionally, aptitudes have been defined as in person, across situation characteristics—relatively enduring attributes of an individual that can be aggregated over or abstracted from behavior across multiple events (Winne & Perry, 2000, p. 534). Predominantly, investigations of SRL relied on survey methods to assess students’ self-reports of actions generalized across settings and situations (e.g., students are asked to indicate what strategies they typically use to prepare for tests or do academic work). These investigations have revealed many facets of SRL (e.g., learners’ ability to analyze task parameters, monitor progress toward an end goal, and apply effective strategies to keep them on course), how they relate to one another, and how they relate to outcomes we value (e.g., successful task completion). However, they do not reveal what learners actually do, versus what they say they do, or how features of a particular learning context can influence what learners generally think and do. Investigations of SRL in events address these limitations by providing opportunities to take snapshots of students’ actions embedded in a larger, longer series of situations that unfold over time. Increasingly, SRL theorists and researchers are emphasizing the need for research in educational psychology in general, andSRLinparticular, toattend to the roleofcontext inshaping students’ cognitions and motivations (Anderman & Anderman, 2000; Pintrich, 1994). This emphasis accompanies the growing interest in sociocognitive, socioconstructivist, and sociocultural theories of learning, and the realization that, tobeecologicallyvalidandpractically relevant,our researchmustbroaden its focus to reflect individuals acting within psychological, disciplinary, social, and cultural contexts (Goodenow, 1992; Solomon, 1995). This new emphasis has implications for how we study phenomena such as SRL and prompts reconsideration of traditional distinctions between aptitudes for SRL in and across events (Stanford Aptitude Seminar, 2001). Sociotheories prompt investigations of SRL in naturalistic contexts using methods and measures that can be adapted by researchers and teachers to suit the unique characteristics of a particular teaching and learning environment (Paris & Paris, 2001; Randi & Corno, 2000). Such measures are intended to capture students recognizing specific opportunities to engage in SRL (e.g., a student expresses, “Wow, this is hard,” while working on a math problem) and thenexercisingSRLin that situation(e.g., thestudent takesout apieceofpaper tomakea table that reflectsaspectsof theproblem). Also, such measures are intended to capture the extent to which students’ aptitudes for SRL differ across settings and situations. Designing such measures requires that researchers consider aptitudes for SRL as in-person, in-situation characteristics and ask questions such as the following:

Journal ArticleDOI
TL;DR: In this paper, the authors demonstrate how qualitative methodologies can be profitably employed to enhance understanding related to self-regulated learning (SRL) and the contexts that support it, with a particular focus on the advantages associated with the methodologies employed.
Abstract: The articles included in this special issue demonstrate how qualitative methodologies can be profitably employed to enhance understanding related to self-regulated learning (SRL) and the contexts that support it. This concluding discussion underlines ways in which these articles contribute to an understanding of SRL, with a particular focus on the advantages associated with the methodologies employed. Discussion centers on 4 themes that emerged across articles from authors' attempts to view SRL from a qualitative perspective. These themes include consideration of (a) how SRL should be defined, (b) investigating SRL in context, (c) documenting intervention-outcome linkages, and (d) the interplay between researchers', teachers', and students' co-constructions of theories of SRL. As part of the discussion in each section, the article highlights outstanding conceptual and methodological challenges for researchers and educators interested in SRL.

Journal ArticleDOI
TL;DR: In this paper, the authors consider the utility of interview approaches and specifically, phenomenological interviewing in studies of emotions, and they conclude with implications for qualitative researchers studying difficult emotions or topics in which participants are likely to experience and express difficult emotions within the context of the research.
Abstract: Qualitative research methods have the potential to elicit rich descriptions of emotional experiences, particularly if the research is about a topic that is important to the participants in the study. The open-ended nature of these methods makes possible the emotional involvement of both participants and researchers. This article considers the utility of interview approaches and, specifically, phenomenological interviewing in studies of emotions. Drawing from a study of teachers' anger experiences, the emotional implications of using this type of method for research participants and researchers is explicated. The article concludes with implications for qualitative researchers studying difficult emotions or topics in which participants are likely to experience and express difficult emotions within the context of the research.

Journal ArticleDOI
TL;DR: In this paper, the authors present a theoretical analysis of how students spend their out-of-school hours and how they promote identification with school, and discuss both theory and empirical evidence suggesting that academic relatedness has both direct and indirect influences on achievement.
Abstract: The ways students spend their out-of-school hours can affect their achievement. We present a theoretical analysis of this process. We describe out-of-school activities along two primary dimensions: (a) the extent to which they are related to academic material, and (b) the extent to which they promote identification with school. We discuss both theory and empirical evidence suggesting that academic relatedness has both direct and indirect influences on achievement, whereas identification with school has an indirect influence on achievement. The indirect influence of academic relatedness and identification operate in part though student self-beliefs. We then discuss theory and research linking these two dimensions to student self-beliefs and self-beliefs to academic motivation and achievement.

Journal ArticleDOI
TL;DR: In this paper, three studies are presented that illustrate different interviewing approaches (unstructured, in-depth, structured, and semistructured) used to explore students' and teachers' perceptions of their experiences of learning and schooling.
Abstract: Interviewing as an approach to studying phenomena related to self-regulated learning is the focus of this article. Three studies are presented that illustrate different interviewing approaches (unstructured, in-depth; structured; and semistructured) used to explore students' and teachers' perceptions of their experiences of learning and schooling. Examples of findings regarding components of self-regulated learning and the role of school contextual factors as facilitators and constraints on self-regulated learning are provided. Findings from these 3 studies suggest the power of interviewing for gaining a better understanding of factors related to self-regulated learning. Advantages and challenges of using each interview approach as well as future directions in research where interviewing may be a valuable approach to inquiry are discussed.

Journal ArticleDOI
TL;DR: In this paper, the authors consider how the processes that lead to involvement, defined as psychological engrossment, could be construed as mutually exclusive of what is meant by self-regulation, a metacognitive process that requires strategic and motivational control.
Abstract: This article considers how the processes that lead to involvement, defined as psychological engrossment, could be construed as mutually exclusive of what is meant by self-regulation, a metacognitive process that requires strategic and motivational control. However, this article proposes that much can be learned by attempting to capture the phase change in a task when self-regulatory processes disappear and a new, nonself-focused state takes over. The contribution to the self-regulation literature arises from an open-ended qualitative approach focused on the distinct phases of a task to reveal the role self-regulation can play in concert with other processes. This article elaborates on the ways self-regulation is connected to the nonregulative process of involvement.