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Exploring the antecedents of learning-related emotions and their relations with achievement outcomes

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-...

Ausführliche Beschreibung

Gespeichert in:
Hauptverfasser: Alexandra Corina Niculescu, Dirk Tempelaar, Amber Dailey-Hebert, Mien Segers, Wim Gijselaers
Format: Artigo
Sprache:Inglês
Veröffentlicht: EARLI 2015-03-01
Schriftenreihe:Frontline Learning Research
Schlagworte:
Learning-related emotions
Academic control
Adaptive and non-adaptive cognitions and behaviors
Academic achievement
First year of university
Online-Zugang:https://journals.sfu.ca/flr/index.php/journal/article/view/136
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