Academic literature on the topic 'Learning, motivation and emotion'
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Journal articles on the topic "Learning, motivation and emotion"
Pavelescu, Liana Maria. "Motivation and emotion in the EFL learning experience of Romanian adolescent students: Two contrasting cases." Studies in Second Language Learning and Teaching 9, no. 1 (March 22, 2019): 55–82. http://dx.doi.org/10.14746/ssllt.2019.9.1.4.
Full textArtino, Anthony R., and Jason M. Stephens. "Beyond Grades in Online Learning: Adaptive Profiles of Academic Self-Regulation Among Naval Academy Undergraduates." Journal of Advanced Academics 20, no. 4 (August 2009): 568–601. http://dx.doi.org/10.1177/1932202x0902000402.
Full textMacIntyre, Peter D., and Laszlo Vincze. "Positive and negative emotions underlie motivation for L2 learning." Studies in Second Language Learning and Teaching 7, no. 1 (March 31, 2017): 61–88. http://dx.doi.org/10.14746/ssllt.2017.7.1.4.
Full textAdams, Aubrie, and Weimin Toh. "Student Emotion in Mediated Learning: Comparing a Text, Video, and Video Game." Electronic Journal of e-Learning 19, no. 6 (December 16, 2021): pp575–587. http://dx.doi.org/10.34190/ejel.19.6.2546.
Full textPyrev, E. A. "Motivational Function of Emotions: Experimental Approach to Study (continued)." Вестник практической психологии образования 16, no. 3 (2019): 83–93. http://dx.doi.org/10.17759/bppe.2019160305.
Full textWirth, Lina, Poldi Kuhl, and Timo Ehmke. "Relationships Between Language-Related Variations in Text Tasks, Reading Comprehension, and Students’ Motivation and Emotions: A Systematic Review." Journal of Language and Education 8, no. 2 (June 30, 2022): 179–91. http://dx.doi.org/10.17323/jle.2022.13572.
Full textRafikova, Antonina S. "Socio-emotional regulation in collaborative learning: studies review." Psychological-Pedagogical Journal GAUDEAMUS, no. 2 (2022): 25–34. http://dx.doi.org/10.20310/1810-231x-2022-21-2-25-34.
Full textΔημητροπούλου, Παναγιώτα, Διαμάντω Φιλιππάτου, Ελισάβετ Χρυσοχόου, Πέτρος Ρούσσος, Ασημίνα Μ. Ράλλη, Κλεοπάτρα Διακογιώργη, Αθηνά Οικονόμου, and Ανθή Γρίβα. "Ακαδημαϊκά συναισθήματα και κίνητρα για την ανάγνωση: προκαταρκτικά ευρήματα για την ανάπτυξη και τις μεταξύ τους σχέσεις στην παιδική ηλικία και την προεφηβεία." Psychology: the Journal of the Hellenic Psychological Society 26, no. 1 (March 24, 2021): 73. http://dx.doi.org/10.12681/psy_hps.26227.
Full textWang, Mengke, and Zengzhao Chen. "Laugh before You Study: Does Watching Funny Videos before Study Facilitate Learning?" International Journal of Environmental Research and Public Health 19, no. 8 (April 7, 2022): 4434. http://dx.doi.org/10.3390/ijerph19084434.
Full textLemoine, Elizabeth R., Janelle S. Nassim, Jasmine Rana, and Susan Burgin. "Teaching & Learning Tips 4: Motivation and emotion in learning." International Journal of Dermatology 57, no. 2 (January 13, 2018): 233–36. http://dx.doi.org/10.1111/ijd.13715.
Full textDissertations / Theses on the topic "Learning, motivation and emotion"
Waninge, Freerkien. "Emotion and motivation in language learning." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/47639/.
Full textJones, Amy Lynn. "Emotional factors in history learning via digital history narrative creation." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3473.
Full textMéndez, López Mariza Guadalupe. "Emotion and language learning : an exploration of experience and motivation in a Mexican university context." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/13175/.
Full textLANDRETH, ANTHONY WILLIAM. "FAR BEYOND DRIVEN: ON THE NEURAL MECHANISMS OF MOTIVATION." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196094476.
Full textJärvenoja, H. (Hanna). "Socially shared regulation of motivation and emotions in collaborative learning." Doctoral thesis, Oulun yliopisto, 2010. http://urn.fi/urn:isbn:9789514263309.
Full textTiivistelmä Tämä tutkimus tarkastelee motivaation ja emootion ilmentymistä yhteisöllisessä oppimisessa. Tavoitteena on selvittää, millaisia sosio-emotionaalisia haasteita oppijat kohtaavat oppimisprosessin aikana ja miten motivaatiota ja emotionaalisia tuntemuksia säädellään näissä tilanteissa. Lisäksi tavoitteena on löytää ja kehittää tilannekohtaisia analysointimenetelmiä erityisesti sosiaalisesti jaetun emootion säätelyn tutkimiseksi. Tutkimus koostuu oppijoiden tilannesidonnaisia sosio-emotionaalisia tulkintoja keräävän instrumentin kehittelystä sekä kahdesta empiirisestä tutkimusaineistosta. Ensimmäinen tutkimusaineisto koostuu peruskoulun oppilaiden haastatteluista ja videoidusta työskentelystä. Toinen tutkimusaineisto sisältää korkeakouluopiskelijoiden kyselyaineistoa, videoitua työskentelyä ja haastatteluita. Kokonaisvaltaisen ymmärryksen luomiseksi aineiston analyysissä yhdistetään näitä erityyppisiä aineistoja ja kuvailevaa kvantitatiivista analyysiä käytetään tukemaan kvalitatiivisia tulkintoja. Itsesäädellyn oppimisen tutkimuksessa on ollut nähtävillä tarve löytää metodisia ratkaisuja, joiden avulla voidaan kerätä aineistoa yksilöiden vaihtelevista kokemuksista todellisissa oppimistilanteissa. Aikaisemmin pääpaino on ollut staattisissa, yksilöiden yleisiä käsityksiä mittaavien aineistojen analyysissä. Tässä tutkimuksessa ensimmäisen tutkimusaineiston tuloksia hyödynnetään AIRE (Adaptive Instrument for Regulation of Emotions) -instrumentin kehittelyssä. AIRE kerää tilannekohtaista tietoa sosio-emotionaalisten haasteiden kokemuksista ja näihin liittyvästä ryhmässä tapahtuvasta emootioiden säätelystä. AIRE:a käytetään toisen tutkimusaineiston yhtenä keruuvälineenä. Sosiaalisten oppimistilanteiden aikana oppijoissa herää erilaisia tuntemuksia, jotka vaikuttavat oppimistilanteeseen. Tämän tutkimuksen tulokset osoittavat, että oppijat voivat säädellä emotionaalisia tuntemuksia ylläpitääkseen tavoitesuuntautunutta opiskelua. Tulosten perusteella voidaan todeta, että yhteisöllisen oppimisen tilanteissa ryhmän jäsenet voivat yhdessä kontrolloida motivationaalisia ja sosio-emotionaalisia haasteita. Tämä sosiaalisesti jaettu emootioiden säätely (socially shared regulation) eroaa itsesäätelystä sekä yhdessä säätelemisestä (co-regulation), jossa tuetaan yksilön kehittymistä itsesäätöiseksi oppijaksi tai jossa ryhmän jäsenet säätelevät kukin rinnakkain omaa toimintaansa
Xiong, Junmei. "Affective aspects of learning adolescents' self-concept, achievement values, emotions, and motivation in learning mathematics." Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2008. http://d-nb.info/994958730/04.
Full textShen, E. "The effects of agent emotional support and cognitive motivational messages on math anxiety, learning, and motivation." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-04302009-233640/.
Full textAdvisor: John Keller, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed on Oct. 13, 2009). Document formatted into pages; contains ix, 127 pages. Includes bibliographical references.
Simpson, Leon Mark. "The emotional landscape of working in a learning disability service." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10615.
Full textOkwor, Festus Amechi. "Motivation for learning as the key to success of foreign students in Ukraine." Thesis, НТУ "ХПІ", 2014. http://repository.kpi.kharkov.ua/handle/KhPI-Press/8440.
Full textSilva, Vanessa Martini da. "O ensino por investigação e seu impacto na aprendizagem de alunos do ensino médio de uma escola pública brasileira." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/104834.
Full textThe high school has maintained a teaching of Biology fairly theoretical and somewhat connected to reality of the world that surrounds the students. Currently it is expected that a student coming out of high school acting with autonomy, dealing with information and making use of the knowledge acquired in school, as is made clear in National Curricular Parameters (PCN). Thus, using methodologies that involve the inquiry-based learning can give the student a new way of thinking, an opportunity to build their own knowledge. In inquiry-based education, there are three very important factors to be investigated: motivation of students to learn and participate in various activities in the classroom, the emotion aroused in students in relation to school and the school environment and the idea and design of science they develop throughout their school years. This paper reports a study which scales to assess the excitement and motivation of students were used, plus a questionnaire that assessed the concept of Science of them before and after the completion of activities involving inquiry-based learning. At first, the data generated showed that there was little variation in emotion and motivation of students before and after the investigative activities, however, on the concept of Science of them, the change was amazing. In a second step the speeches of the students were analyzed during the development of investigative activities, this analysis presented data through theoretical frameworks linked to meaningful learning demonstrated the relevance of using activities involving research in the classroom. Thus, to investigate the interference of methodologies involving inquiry-based learning in motivation, emotion and concept of Science of high school students, highlights the importance of studies in none-traditional educational environments that emphasize opportunities for students develop understanding, express emotions, and they can construct meaning from realworld applications.
Books on the topic "Learning, motivation and emotion"
Xiong, Junmei. Affective aspects of learning: Adolescents' self-concept, achievement values, emotions, and motivation in learning mathematics. Frankfurt am Main: Lang, 2009.
Find full textGermeroth, Carrie. Self-regulated learning for academic success: How do i help students manage their thoughts, behaviors, and emotions? Alexandria, VA: ASCD, 2013.
Find full textMotivation and emotion. London: Routledge, 1989.
Find full textBrandstätter, Veronika, Julia Schüler, Rosa Maria Puca, and Ljubica Lozo. Motivation und Emotion. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56685-5.
Full textBrandstätter, Veronika, Julia Schüler, Rosa Maria Puca, and Ljubica Lozo. Motivation und Emotion. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-30150-6.
Full text1958-, Parkinson Brian, and Colman Andrew M, eds. Emotion and motivation. London: Longman, 1995.
Find full textBuck, Ross. Human motivation and emotion. 2nd ed. London: Wiley, 1988.
Find full textReeve, Johnmarshall. Understanding motivation and emotion. 3rd ed. Fort Worth, TX: Harcourt College Publishers, 2000.
Find full textReeve, Johnmarshall. Understanding motivation and emotion. 2nd ed. Fort Worth, TX: Harcourt Brace College Publishers, 1997.
Find full textT, Spence Janet, Izard Carroll E. 1923-, and International Union of Psychological Science., eds. Motivation, emotion, and personality. Amsterdam: North-Holland, 1985.
Find full textBook chapters on the topic "Learning, motivation and emotion"
Sequeira, Pedro, Francisco S. Melo, and Ana Paiva. "Emotion-Based Intrinsic Motivation for Reinforcement Learning Agents." In Affective Computing and Intelligent Interaction, 326–36. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24600-5_36.
Full textMacIntyre, Peter D. "3. Motivation, anxiety and emotion in second language acquisition." In Language Learning & Language Teaching, 45–68. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.2.05mac.
Full textWaninge, Frea. "14. Motivation, Emotion and Cognition: Attractor States in the Classroom." In Motivational Dynamics in Language Learning, edited by Zoltán Dörnyei, Peter D. MacIntyre, and Alastair Henry, 195–213. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092574-016.
Full textMacIntyre, Peter D., Jessica Ross, and Richard Clément. "Emotions Are Motivating." In The Palgrave Handbook of Motivation for Language Learning, 183–202. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28380-3_9.
Full textSeli, Helena, and Myron H. Dembo. "Self-Regulation of Emotions." In Motivation and Learning Strategies for College Success, 89–106. Sixth Edition. | New York: Routledge, 2020. | Fifth edition published by Routledge in 2016, with Myron H. Dembo as principal author. | “First edition published by Lawrence Erlbaum Associates 2000”–T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9780429400711-7.
Full textKim, ChanMin, and Reinhard Pekrun. "Emotions and Motivation in Learning and Performance." In Handbook of Research on Educational Communications and Technology, 65–75. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_6.
Full textKlauser, Fritz, and Juliana Schlicht. "Assessing the Value of Knowledge, Skills, Attitudes, Motivation and Emotion from a Pedagogical and an Economic Perspective." In From Diagnostics to Learning Success, 85–98. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-191-7_7.
Full textHu, Ruonan, Junjie Shang, and Qi Xia. "A Study of Primary School Pupils’ Motivation, Emotional Intelligence and Attentional Control Ability." In Blended Learning: Educational Innovation for Personalized Learning, 327–38. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21562-0_27.
Full textAlbert, Ágnes. "The Trait Questionnaire Study: Examining Learners’ Motivation, Emotions, and Self-Efficacy Beliefs." In Second Language Learning and Teaching, 65–90. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-20221-6_5.
Full textOvesleová, Hana. "User-Interface Supporting Learners’ Motivation and Emotion: A Case for Innovation in Learning Management Systems." In Design, User Experience, and Usability: Novel User Experiences, 67–75. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40355-7_7.
Full textConference papers on the topic "Learning, motivation and emotion"
Shin, Youngjoon, Hae-Ae Seo, and Jun-Euy Hong. "DEVELOPMENT OF AN ASSESSMENT TOOL FOR POSITIVE EXPERIENCES ABOUT SCIENCE (PES)." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.211.
Full textKim, Yong Se, Hyun Jin Cha, Tae Bok Yoon, and Jee-Hyoung Lee. "A Perspective Projection Tutoring System With Motivation Diagnosis and Planning." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-35432.
Full textBesnard, Christine. "MOTIVATION IN FOREIGN LANGUAGE LEARNING: THE DYNAMIC INTERACTIONS OF MANY FACTORS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end113.
Full textMd Ninggal, Mohd Tajudin. "First Year Undergraduates’ Emotional Stability, Motivation, and Online Learning Skills during Covid-19 Pandemic." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7410.
Full textLu, Cheng-Xiang, Zhi-Yuan Sun, Zhong-Zhi Shi, and Bao-Xiang Cao. "Using Emotions as Intrinsic Motivation to Accelerate Classic Reinforcement Learning." In 2016 International Conference on Information System and Artificial Intelligence (ISAI). IEEE, 2016. http://dx.doi.org/10.1109/isai.2016.0077.
Full textSablić, Marija, Ana Mirosavljević, and Irena Labak. "Students’ Motivation in Natural Science Classes." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.50.
Full textKoglbauer, Ioana. "Learning Style, Motivation, Emotional State And Workload Of High Performers." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.46.
Full textAbchiche-Mimouni, Nadia, Guillaume Hutzler, Beatrice Corbier, and Thierry Dessertaine. "The SYNERGY project: Emotional Intelligence to Improve Motivation and Learning." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028352.
Full textSchillaci, Guido, Alejandra Ciria, and Bruno Lara. "Tracking Emotions: Intrinsic Motivation Grounded on Multi - Level Prediction Error Dynamics." In 2020 Joint IEEE 10th International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob). IEEE, 2020. http://dx.doi.org/10.1109/icdl-epirob48136.2020.9278106.
Full text"Cloud-based Learning Environments: Investigating Learning Activities Experiences from Motivation, Usability and Emotional Perspective." In Working Session on Cloud Education Environments. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004451807090716.
Full textReports on the topic "Learning, motivation and emotion"
Maddox, W. T., and Arthur B. Markman. Modeling the Motivation-Learning Interface in Learning and Decision Making. Fort Belvoir, VA: Defense Technical Information Center, November 2009. http://dx.doi.org/10.21236/ada531596.
Full textKondratenko, Larysa O., Hanna T. Samoylenko, Arnold E. Kiv, Anna V. Selivanova, Oleg I. Pursky, Tetyana O. Filimonova, and Iryna O. Buchatska. Computer simulation of processes that influence adolescent learning motivation. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4452.
Full textMilner, Scott D. Motivation in Adult Language Learning: Research Review and Navy Applications. Fort Belvoir, VA: Defense Technical Information Center, December 2011. http://dx.doi.org/10.21236/ad1019072.
Full textIdrisova, Zh V., S. Kh Alikhadzhiev, and M. V. Vagapova. INTERNET - TECHNOLOGIES IN THE ACTIVATION PROCESS LEARNING ACTIVITIES AND INCREASING MOTIVATION STUDENTS TO ACTIVE LEARNING. Ljournal, 2019. http://dx.doi.org/10.18411/5557-3645-6963-86778.
Full textKonovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4463.
Full textMurry, Adam. Training "In a Good Way": Evaluating the Effect of a Culturally Responsive Pre-training Intervention on Learning and Motivation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2477.
Full textArif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.
Full textKolgatin, Oleksandr H., Larisa S. Kolgatina, Nadiia S. Ponomareva, and Ekaterina O. Shmeltser. Systematicity of students’ independent work in cloud learning environment. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3247.
Full textBykova, Tatyana B., Mykola V. Ivashchenko, Darja A. Kassim, and Vasyl I. Kovalchuk. Blended learning in the context of digitalization. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4441.
Full textTresnatri, Florischa Ayu, Asep Kurniawan, Daniel Suryadarma, Shintia Revina, and Niken Rarasati. Does Higher Parental Involvement Lead to Learning Gains? Experimental Evidence from Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/095.
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