This article presents 2 studies aimed at validating a measure of stress experienced by children and parents around the issue of homework, applying Benson's program of validation (Benson, 1998). Study 1 provides external validity of the measure by supporting hypothesized relations between stress around homework and students' and parents' positive…

Cognitive, motivational, and affective characteristics define classroom contexts, yet flow theory (e.g., M. Csikszentmihalyi, 1975) is 1 of only a few theoretical perspectives that interrelate these characteristics. The authors adapted constructs and methods from flow theory to examine the motivational, cognitive, and affective quality of…

A learning strategies program emphasizing primary (text-oriented) and support (affective) strategies was evaluated. Strategy training significantly improved performance on both text-processing and self-report measures. The primary-support group scored higher on the text-processing measures; the support-primary group reported more positive…

Cognitive and affective differences were examined for 20 classrooms of eleventh grade students exposed to either a mini or traditional social studies curriculum. Findings are discussed in the context of curricular innovations. (Editor/RK)

The extent to which 152 undergraduates had negative affective expectations about goal setting was investigated by having students imagine moods and appraisals in pursuit of hypothetical goals. Students expected affective benefits more than they expected affective penalties of goal setting, suggesting that goal settings need not be connected with…