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Relations between students' approaches to learning, experienced emotions and outcomes of learning
16 references·16 citing·32 second hopsampled
Relations between students' approaches to learning, experienced emotions and outcomes of learning (2011)Relations between students' approaches to…Teaching for quality learning at university (2008)Teaching for quality learning…A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students (2004)A Conceptual Framework for As…Learning to Teach in Higher Education (2003)Learning to Teach in Higher E…University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice (2002)University Students' Percepti…Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research (2002)Academic Emotions in Students…The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F (2001)The revised two‐factor Study …Models of Emotional Intelligence (2000)Models of Emotional Intellige…Understanding Learning and Teaching: the experience in higher education (1999)Understanding Learning and Te…Teaching For Quality Learning At University (1999)Teaching For Quality Learning…Relations between teachers' approaches to teaching and students' approaches to learning (1999)Relations between teachers' a…A performance indicator of teaching quality in higher education: The Course Experience Questionnaire (1991)A performance indicator of te…A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). (1991)A Manual for the Use of the M…Student Approaches to Learning and Studying (1987)Student Approaches to Learnin…An attributional theory of achievement motivation and emotion. (1985)An attributional theory of ac…Understanding Student Learning (1984)Understanding Student LearningON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)ON QUALITATIVE DIFFERENCES IN…University students’ approaches to online learning technologies: The roles of perceived support, affect/emotion and self-efficacy in technology-enhanced learning (2022)University students’ approach…University students’ interest and burnout profiles and their relation to approaches to learning and achievement (2021)University students’ interest…Pre-class video watching fosters achievement and knowledge retention in a flipped classroom (2021)Pre-class video watching fost…Does Flipped Learning Promote Positive Emotions in Science Education? A Comparison between Traditional and Flipped Classroom Approaches (2021)Does Flipped Learning Promote…The Role of Learning Difficulties in Adolescents’ Academic Emotions and Academic Achievement (2019)The Role of Learning Difficul…Positive emotions, learning behavior and teacher support in self‐directed learning during adolescence: Do age and gender matter? (2019)Positive emotions, learning b…Unraveling the complex relationship in critical thinking, approaches to learning and self-efficacy beliefs among first-year educational science students (2018)Unraveling the complex relati…Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018)Academic boredom, engagement …University students’ emotions, life-satisfaction and study commitment: a self-determination theoretical perspective (2017)University students’ emotions…The interplay between academic emotions, psychological flexibility and self-regulation as predictors of academic achievement (2017)The interplay between academi…The complex relationship between emotions, approaches to learning, study success and study progress during the transition to university (2016)The complex relationship betw…Quality in blended learning environments – Significant differences in how students approach learning collaborations (2016)Quality in blended learning e…How Emotion Matters in Four Key Relationships in Teaching and Learning in Higher Education (2016)How Emotion Matters in Four K…How does it feel to become a teacher? Emotions in teacher education (2016)How does it feel to become a …The role and functionality of emotions in feedback at university: a qualitative study (2013)The role and functionality of…Learning approaches as predictors of academic performance in first year health and science students (2013)Learning approaches as predic…The Reflective Practitioner: How Professionals Think in Action (1985)A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives (2001)The Concept of Mind (2006)Trends in Global Higher Education: Tracking an Academic Revolution (2010)Generalized expectancies for internal versus external control of reinforcement. (1966)Psychological stress and the coping process (1966)Learned helplessness in humans: Critique and reformulation. (1978)Emotional Intelligence (1990)Expectancy–Value Theory of Achievement Motivation (2000)Motivational Beliefs, Values, and Goals (2002)Mood and the use of scripts: Does a happy mood really lead to mindlessness? (1996)The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. (2001)A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. (2003)The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice (2006)Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ) (2010)A Handbook of Child Psychology (1932)Attitudes, Personality and Behavior (1988)Self-Efficacy: The Exercise of Control (1999)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Psychological correlates of university students' academic performance: A systematic review and meta-analysis. (2012)A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017)What the Student Does: teaching for enhanced learning (1999)Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough (2005)Aligning assessment with long‐term learning (2006)The ‘digital natives’ debate: A critical review of the evidence (2008)Redefining Internationalization at Home (2015)Enhancing teaching through constructive alignment (1996)Problem-Based Learning: What and How Do Students Learn? (2004)Phenomenography ? Describing conceptions of the world around us (1981)The Impact of Classroom Evaluation Practices on Students (1988)Achievement goals, study strategies, and exam performance: A mediational analysis. (1999)Handbook of Motivation at School (2009)
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References

  • 1985An attributional theory of achievement motivation and emotion.7,833 cited
  • 1999Teaching For Quality Learning At University7,559 cited
  • 2003Learning to Teach in Higher Education5,110 cited
  • 2008Teaching for quality learning at university4,907 cited
  • 1976ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*4,616 cited
  • 2002Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research3,926 cited
  • 2004A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students3,261 cited
  • 1991A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ).3,259 cited
  • 1984Understanding Student Learning2,377 cited
  • 1987Student Approaches to Learning and Studying2,138 cited
  • 2001The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F2,120 cited
  • 2000Models of Emotional Intelligence2,043 cited
  • 1999Understanding Learning and Teaching: the experience in higher education1,894 cited
  • 2002University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice1,415 cited
  • 1999Relations between teachers' approaches to teaching and students' approaches to learning

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1,306 cited
  • 1991A performance indicator of teaching quality in higher education: The Course Experience Questionnaire1,291 cited
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    • 2018Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature100 cited
    • 2017The interplay between academic emotions, psychological flexibility and self-regulation as predictors of academic achievement96 cited
    • 2021Does Flipped Learning Promote Positive Emotions in Science Education? A Comparison between Traditional and Flipped Classroom Approaches91 cited
    • 2013The role and functionality of emotions in feedback at university: a qualitative study89 cited
    • 2019The Role of Learning Difficulties in Adolescents’ Academic Emotions and Academic Achievement88 cited
    • 2016Quality in blended learning environments – Significant differences in how students approach learning collaborations88 cited
    • 2019Positive emotions, learning behavior and teacher support in self‐directed learning during adolescence: Do age and gender matter?81 cited
    • 2017University students’ emotions, life-satisfaction and study commitment: a self-determination theoretical perspective77 cited
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