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Exploring the Antecedents of Learning-Related Emotions and Their Relations with Achievement Outcomes
Peer reviewed
Download full textNiculescu, Alexandra Corina; Tempelaar, Dirk; Dailey-Hebert, Amber; Segers, Mien; Gijselaers, Wim – Frontline Learning Research, 2015
Recent work suggests that learning-related emotions (LREs) play a crucial role in performance especially in the first year of university, a period of transition for most students; however, additional research is needed to show how these emotions emerge. We developed a framework which links a course-contextualized antecedent--academic control in…
Descriptors: Outcomes of Education, Role, Emotional Experience, Guidelines
Molenaar, Inge – Frontline Learning Research, 2014
This paper focuses on a trend to analyse temporal characteristics of constructs important to learning and instruction. Different researchers have indicated that we should pay more attention to time in our research to enhance explanatory power and increase validity. Constructs formerly viewed as personal traits, such as self-regulated learning and…
Descriptors: Trend Analysis, Learning Processes, Metacognition, Personality Traits
Korpershoek, Hanke – Frontline Learning Research, 2016
The aims of the present study were (1) to identify to what extent school motivation and school commitment contributed to the explanation of students' academic achievement in addition to the effect of students' cognitive capacities, (2) to find out whether school commitment mediated the relation between school motivation and academic achievement,…
Descriptors: Correlation, Secondary School Students, Student Motivation, Academic Achievement
