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Direct linkDosseville, Fabrice; Laborde, Sylvain; Scelles, Nicolas – Learning and Individual Differences, 2012
We investigated the influence of music during learning on the academic performance of undergraduate students, and more particularly the influence of affects induced by music. Altogether 249 students were involved in the study, divided into a control group and an experimental group. Both groups attended the same videotaped lecture, with the…
Descriptors: Undergraduate Students, Classical Music, Lecture Method, Classroom Environment
Gorges, Julia; Kandler, Christian – Learning and Individual Differences, 2012
The present study tested the applicability of expectancy-value theory to adults' learning motivation. Motivation was measured as the anticipated reaction (AR) of German students (N = 300) to receiving their instructions in English as a new learning opportunity. We used structural equation modeling to test our hypotheses. Expectancies of success…
Descriptors: Structural Equation Models, Learning Motivation, Adult Learning, Foreign Countries
Goetz, Thomas; Nett, Ulrike E.; Martiny, Sarah E.; Hall, Nathan C.; Pekrun, Reinhard; Dettmers, Swantje; Trautwein, Ulrich – Learning and Individual Differences, 2012
In the present study (N = 553; 8th and 11th grade students; 52% female) we investigated students' enjoyment, pride, anxiety, anger, and boredom while completing homework (homework emotions), and contrasted these emotions with those experienced during class (classroom emotions). Both homework emotions and classroom emotions were assessed separately…
Descriptors: Foreign Countries, Homework, Educational Practices, Grade 11
MacCann, Carolyn; Lipnevich, Anastasiya A.; Burrus, Jeremy; Roberts, Richard D. – Learning and Individual Differences, 2012
This study examines whether problem-focused, emotion-focused, and avoidant coping strategies predict key outcomes in a sample of 354 high school students. The four outcomes considered are: academic achievement, life satisfaction, positive feelings towards school, and negative feelings towards school. Results demonstrate that coping incrementally…
Descriptors: Life Satisfaction, Personality Traits, Coping, Stress Management
Sideridis, Georgios D. – Learning and Individual Differences, 2008
The present studies examined the proposition that there are approach and avoidance dimensions in feelings of obligations, that are associated with a specific network of behaviors, affect, and cognitions in achievement situations. Across 4 studies, results indicated that being motivated by ought-approach was associated with significantly higher…
Descriptors: Affective Behavior, Motivation, Schemata (Cognition)
Polychroni, Fotini; Hatzichristou, Chryse; Sideridis, Georgios – Learning and Individual Differences, 2012
Examining motivational variables may prove to be particularly fruitful towards our understanding of classroom processes, student behaviors and school outcomes. The present study examined the role of personal and contextual goals (goals and goal structures) towards explaining social relationships (peer, teacher-student and home-school). 1493 fifth…
Descriptors: Foreign Countries, Student Behavior, Student Motivation, Educational Practices
Saklofske, Donald H.; Austin, Elizabeth J.; Mastoras, Sarah M.; Beaton, Laura; Osborne, Shona E. – Learning and Individual Differences, 2012
The associations of personality, affect, trait emotional intelligence (EI) and coping style measured at the start of the academic year with later academic performance were examined in a group of undergraduate students at the University of Edinburgh. The associations of the dispositional and affect measures with concurrent stress and life…
Descriptors: Foreign Countries, Undergraduate Students, Student Characteristics, Affective Behavior
Brackett, Marc A.; Rivers, Susan E.; Reyes, Maria R.; Salovey, Peter – Learning and Individual Differences, 2012
A pre- and post-test quasi-experimental design was used to test the impact of a 30-week, theoretically-based social and emotional learning (SEL) curriculum, The RULER Feeling Words Curriculum ("RULER"), on the academic performance and social and emotional competence of 5th and 6th grade students (N = 273) in fifteen classrooms in three schools.…
Descriptors: Report Cards, Emotional Intelligence, Student Behavior, Academic Achievement
Social-Emotional Learning Profiles of Preschoolers' Early School Success: A Person-Centered Approach
Denham, Susanne A.; Bassett, Hideko; Mincic, Melissa; Kalb, Sara; Way, Erin; Wyatt, Todd; Segal, Yana – Learning and Individual Differences, 2012
Examined how aspects of social-emotional learning (SEL)--specifically, emotion knowledge, emotional and social behaviors, social problem-solving, and self-regulation--clustered to typify groups of children who differ in terms of their motivation to learn, participation in the classroom, and other indices of early school adjustment and academic…
Descriptors: Day Schools, Disadvantaged Youth, Learning Motivation, Kindergarten
