Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)
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In this paper, the authors report on the construction, reliability, internal validity, and external validity of the Achievement Emotions Questionnaire (AEQ) which is designed to assess various achievement emotions experienced by students in academic settings.About:
This article is published in Contemporary Educational Psychology.The article was published on 2011-01-01 and is currently open access. It has received 1150 citations till now. The article focuses on the topics: Academic achievement & Test anxiety.read more
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Student adaptability, emotions, and achievement: Navigating new academic terrains in a global crisis
TL;DR: In this paper, the authors examined individual differences in students' capacity to adjust to situational uncertainty and novelty (i.e., adaptability) explained differences in their achievement-related emotions and learning outcomes in the digital learning context.
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Measuring Emotions in Medical Education: Methodological and Technological Advances Within Authentic Medical Learning Environments
TL;DR: In this article, the authors examine how multiple research methodologies and measures can be used to detect and analyze emotions within authentic medical learning environments and highlight conceptual, methodological, and practical considerations that should be attended to by researchers, educators, and medical professionals interested in examining the role of emotions within medical education.
Journal ArticleDOI
Relative incidence and origins of achievement emotions in computer-based collaborative problem-solving: A control-value approach
Jesus Camacho-Morles,Gavin R. Slemp,Lindsay G. Oades,Reinhard Pekrun,Reinhard Pekrun,Lucy Morrish +5 more
TL;DR: Findings contribute uniquely to the field of affective computing, and specifically, are relevant to the development of advanced learning technologies used to automatically detect and respond to adolescents' emotions in CPS scenarios.
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Academic Emotions and Their Regulation via Emotional Intelligence
Thomas Goetz,Madeleine Bieg +1 more
TL;DR: In this paper, the authors defined academic emotions as emotions related to learning and achievement, and proposed a model for the development of emotional intelligence, which is a central competency for regulating academic emotions.
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An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions
TL;DR: In this article , the authors focused on the combined influence of soft skills (in terms of adaptability, curiosity, leadership, initiative, perseverance, and social awareness), extracurricular activities, achievement emotions, self-regulated learning, motivation, and cognitive abilities on academic achievement and life satisfaction.
References
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TL;DR: Pintrich and Pintrich as discussed by the authors presented a manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ) for teaching and learning at the National Center for Research to improve postsecondary education.