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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Changes in Emotion and Their Relationship with Learning Gains in the Context of MetaTutor
Jeanne Sinclair,Eunice Eunhee Jang,Roger Azevedo,Clarissa Lau,Michelle Taub,Nicholas V. Mudrick +5 more
TL;DR: The findings suggest the need for timely intervention for learners who are on the verge of negative emotional trajectories, and the complex relationship between learning gains and emotions.
Proceedings ArticleDOI
New technology for developing facial expression recognition in e-learning
TL;DR: The developed facial expression recognition system with algorithms is an effective mechanism for e-learning system or another research issues and can real-time captures participants' facial features several times in one second and then records the information in database for further analysis.
Book ChapterDOI
The Effects of Psychosocial Learning Environment on Students’ Attitudes Towards Mathematics
TL;DR: The term learning environment refers to the social, physical, psychological and pedagogical context in which learning occurs and which affects student achievement and attitudes (Fraser, 2007, 2012).
Journal ArticleDOI
Emotion theory in education research practice: an interdisciplinary critical literature review
Joy A. R. Eliot,Atsusi Hirumi +1 more
TL;DR: In this article, a critical literature review was conducted to understand why multidimensional, psychological measures of human emotion that have been popular in the study of emotion and learning to date, may not yield the statistical power or construct validity necessary to consistently explain or predict human learning.
Journal ArticleDOI
Extending the change–change model of achievement emotions: The inclusion of negative learning emotions
TL;DR: This article found that academic control and the levels of learning-related emotions (LREs) remain, on average, stable over the duration of a mathematics and statistics course and that changes in academic control were positively related to changes in the positive emotion enjoyment and negatively related to three negative emotions.
References
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