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The Importance of Students' Goals in Their Emotional Experience of Academic Failure: Investigating the Precursors and Consequences of Shame
16 references·16 citing·40 second hopsampled
The Importance of Students' Goals in Their Emotional Experience of Academic Failure: Investigating the Precursors and Consequences of Shame (2002)The Importance of Students' Goals in Thei…Self-conscious emotions: Embarrassment, pride, shame, and guilt. (2008)Self-conscious emotions: Emba…Self-regulated learning and college students' regulation of motivation. (1998)Self-regulated learning and c…Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. (1997)Predictors and consequences o…Goal constructs in psychology: Structure, process, and content. (1996)Goal constructs in psychology…Engagement in Academic Work: The Role of Learning Goals, Future Consequences, Pleasing Others, and Perceived Ability (1996)Engagement in Academic Work: …The Impact of Emotions on Learning and Achievement: Towards a Theory of Cognitive/Motivational Mediators (1992)The Impact of Emotions on Lea…Shame: The Exposed Self (1992)Shame: The Exposed SelfEmotion And Adaptation (1991)Emotion And AdaptationTo be adored or to be known? The interplay of self-enhancement and self-verification. (1990)To be adored or to be known? …Goal Setting and Self-Efficacy During Self-Regulated Learning (1990)Goal Setting and Self-Efficac…Assessing individual differences in proneness to shame and guilt: Development of the Self-Conscious Affect and Attribution Inventory. (1990)Assessing individual differen…The teaching of learning strategies (1986)The teaching of learning stra…An Attributional Theory of Motivation and Emotion (1986)An Attributional Theory of Mo…Volitional Mediators of Cognition-Behavior Consistency: Self-Regulatory Processes and Action Versus State Orientation (1985)Volitional Mediators of Cogni…An attributional theory of achievement motivation and emotion. (1985)An attributional theory of ac…Self-verification processes: How we sustain our self-conceptions (1981)Self-verification processes: …“Feedback to the future”: Advancing motivational and emotional perspectives in feedback research (2023)“Feedback to the future”: Adv…Unpacking professional shame: Patterns of White male engineering students living in and out of threats to their identities (2021)Unpacking professional shame:…The effect of learning adaptability on Chinese middle school students’ English academic engagement: The chain mediating roles of foreign language anxiety and English learning self-efficacy (2021)The effect of learning adapta…A Meta-Analysis of the Relation Between Self-Compassion and Self-Efficacy (2021)A Meta-Analysis of the Relati…The influence of self‐efficacy beliefs and prior learning on performance (2019)The influence of self‐efficac…Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions (2016)Emotional Creativity as Predi…Achievement goals and emotions: The mediational roles of perceived progress, control, and value (2016)Achievement goals and emotion…Children's emotions in math problem solving situations: Contributions of self-concept, metacognitive experiences, and performance (2015)Children's emotions in math p…Virtues and Vices in Positive Psychology: A Philosophical Critique (2013)Virtues and Vices in Positive…Instructional Feedback II: How Do Instructor Immediacy Cues and Facework Tactics Interact to Predict Student Motivation and Fairness Perceptions? (2012)Instructional Feedback II: Ho…Engaging Students to Learn Through the Affective Domain: A new Framework for Teaching in the Geosciences (2011)Engaging Students to Learn Th…Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility (2010)Instructional Feedback I: The…Earning Influence by Communicating Respect: Facework's Contributions to Effective Instructional Feedback (2009)Earning Influence by Communic…Emotional and Cognitive Self-Regulation Following Academic Shame (2008)Emotional and Cognitive Self-…Affect and Self-Regulation (2006)Affect and Self-RegulationIncreasing Student Learning through Volitional Control (2004)Increasing Student Learning t…Work and motivation (1964)Generalized expectancies for internal versus external control of reinforcement. (1966)A social-cognitive approach to motivation and personality. 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(2008)Specifying the direct and indirect effects of low self-control and situational factors in offenders' decision making: Toward a more complete model of rational offending (1996)What Have We Learned from Five Decades of Neutralization Research? (2005)Social comparison processes in organizations (2006)The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. (2001)Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: Conceptual issues and research evidence. (2003)Social cognitive theory of self-regulation (1991)Classrooms: Goals, structures, and student motivation. (1992)Well-being : the foundations of hedonic psychology (1999)The Role of Goal Orientation in Self-Regulated Learning (2000)School Engagement: Potential of the Concept, State of the Evidence (2004)Embarrassment: Its distinct form and appeasement functions. (1997)Guilty by association: When one's group has a negative history. 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References

  • 1991Emotion And Adaptation12,682 cited
  • 1985An attributional theory of achievement motivation and emotion.7,833 cited
  • 1986An Attributional Theory of Motivation and Emotion4,969 cited
  • 1996Goal constructs in psychology: Structure, process, and content.2,311 cited
  • 1986The teaching of learning strategies1,544 cited
  • 1990Goal Setting and Self-Efficacy During Self-Regulated Learning1,011 cited
  • 1992Shame: The Exposed Self844 cited
  • 2008Self-conscious emotions: Embarrassment, pride, shame, and guilt.842 cited
  • 1998Self-regulated learning and college students' regulation of motivation.803 cited
  • 1997Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade.762 cited
  • 1981Self-verification processes: How we sustain our self-conceptions744 cited
  • 1992The Impact of Emotions on Learning and Achievement: Towards a Theory of Cognitive/Motivational Mediators691 cited
  • 1985Volitional Mediators of Cognition-Behavior Consistency: Self-Regulatory Processes and Action Versus State Orientation658 cited
  • 1996Engagement in Academic Work: The Role of Learning Goals, Future Consequences, Pleasing Others, and Perceived Ability608 cited
  • 1990

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To be adored or to be known? The interplay of self-enhancement and self-verification.
603 cited
  • 1990Assessing individual differences in proneness to shame and guilt: Development of the Self-Conscious Affect and Attribution Inventory.601 cited
  • Cited by

    • 2011Engaging Students to Learn Through the Affective Domain: A new Framework for Teaching in the Geosciences141 cited
    • 2016Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions120 cited
    • 2023“Feedback to the future”: Advancing motivational and emotional perspectives in feedback research120 cited
    • 2006Affect and Self-Regulation117 cited
    • 2021A Meta-Analysis of the Relation Between Self-Compassion and Self-Efficacy109 cited
    • 2010Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility99 cited
    • 2004Increasing Student Learning through Volitional Control92 cited
    • 2008Emotional and Cognitive Self-Regulation Following Academic Shame77 cited
    • 2021The effect of learning adaptability on Chinese middle school students’ English academic engagement: The chain mediating roles of foreign language anxiety and English learning self-efficacy70 cited
    • 2016Achievement goals and emotions: The mediational roles of perceived progress, control, and value68 cited
    • 2009Earning Influence by Communicating Respect: Facework's Contributions to Effective Instructional Feedback66 cited
    • 2013Virtues and Vices in Positive Psychology: A Philosophical Critique64 cited
    • 2012Instructional Feedback II: How Do Instructor Immediacy Cues and Facework Tactics Interact to Predict Student Motivation and Fairness Perceptions?64 cited
    • 2019The influence of self‐efficacy beliefs and prior learning on performance59 cited
    • 2015Children's emotions in math problem solving situations: Contributions of self-concept, metacognitive experiences, and performance59 cited
    • 2021Unpacking professional shame: Patterns of White male engineering students living in and out of threats to their identities56 cited