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Effects of mood on students' metacognitive experiences

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References

1979Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.11,258 cited
1985Toward a consensual structure of mood.4,370 cited
2002Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research3,926 cited
1993Handbook of Emotions3,271 cited
1991Asymmetrical effects of positive and negative events: The mobilization-minimization hypothesis.2,387 cited
1982Psychological perspectives on the self2,300 cited
1988Toward a Self-Evaluation Maintenance Model of Social Behavior1,873 cited
1990Interest and Its Contribution as a Mental Resource for Learning1,403 cited
1993Mood as input: People have to interpret the motivational implications of their moods.714 cited
1996Measuring self-concept across the life span: Issues and instrumentation.606 cited
1998Rethinking the Role of Positive Affect in Self-Regulation601 cited
2005Basic needs and the development of interest and intrinsic motivational orientations570 cited
2003Emotion Regulation Across the Life Span: An Integrative Perspective Emphasizing Self-Regulation, Positive Affect, and Dyadic Processes384 cited
2001Trends and Prospects in Motivation Research376 cited

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2014

Striving and Feeling

249 cited

1998Students' reports of motivation and negative affect: A theoretical and empirical analysis.215 cited

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2005Promoting students' emotions and achievement – Instructional design and evaluation of the ECOLE-approach187 cited
2011Engaging Students to Learn Through the Affective Domain: A new Framework for Teaching in the Geosciences141 cited
2013Students' motivational and emotional experiences and their relationship to persistence during academic challenge in mathematics and reading126 cited
2008Quantitative and qualitative research approaches to assess student well-being124 cited
2009Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component111 cited
2007Where Do We Go from Here? Implications and Future Directions for Inquiry on Emotions in Education107 cited
2021The MAPS model of self-regulation: Integrating metacognition, agency, and possible selves101 cited
2014Interest-based text preference moderates the effect of text difficulty on engagement and learning97 cited
2011Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics96 cited
2014How Does Metacognition Contribute to the Regulation of Learning? An Integrative Approach93 cited
2006Metacognitive knowledge of effort, personality factors, and mood state: their relationships with effort-related metacognitive experiences91 cited
2022Emotion Regulation in the Classroom: A Network Approach to Model Relations among Emotion Regulation Difficulties, Engagement to Learn, and Relationships with Peers and Teachers90 cited
2012Modelling Empathy in Social Robotic Companions90 cited
2007Being and Feeling Interested86 cited
2024Revisiting the Metacognitive and Affective Model of Self-Regulated Learning: Origins, Development, and Future Directions82 cited
2006Metacognitive Experiences: The Missing Link in the Self-Regulated Learning Process82 cited