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Learning-related emotions in multimedia learning: An application of control-value theory
16 references·1 citing·44 second hop
Learning-related emotions in multimedia learning: An application of control-value theory (2018)Learning-related emotions in multimedia l…The Cambridge Handbook of Multimedia Learning (2014)The Cambridge Handbook of Mul…Cognitive Theory of Multimedia Learning (2014)Cognitive Theory of Multimedi…Development of an instrument for measuring different types of cognitive load (2013)Development of an instrument …Dynamics of affective states during complex learning (2011)Dynamics of affective states …Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ) (2010)Measuring emotions in student…Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010)Element Interactivity and Int…Working Memory, Thought, and Action (2007)Working Memory, Thought, and …The Control-Value Theory of Achievement Emotions (2007)The Control-Value Theory of A…Interactive Multimodal Learning Environments (2007)Interactive Multimodal Learni…The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice (2006)The Control-Value Theory of A…Core affect and the psychological construction of emotion. (2003)Core affect and the psycholog…Motivational Beliefs, Values, and Goals (2002)Motivational Beliefs, Values,…Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research (2002)Academic Emotions in Students…The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)The "What" and "Why" of Goal …Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq) (1993)Reliability and Predictive Va…On the social psychology of the psychological experiment: With particular reference to demand characteristics and their implications. (1962)On the social psychology of t…More Attractive or More Interactive? 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References

  • 2000The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior34,111 cited
  • 2002Motivational Beliefs, Values, and Goals7,564 cited
  • 2003Core affect and the psychological construction of emotion.6,111 cited
  • 2006The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice5,605 cited
  • 1962On the social psychology of the psychological experiment: With particular reference to demand characteristics and their implications.4,030 cited
  • 2002Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research3,926 cited
  • 1993Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)3,640 cited
  • 2007Working Memory, Thought, and Action2,427 cited
  • 2010Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)2,245 cited
  • 2010Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load2,012 cited
  • 2014Cognitive Theory of Multimedia Learning1,973 cited
  • 2007Interactive Multimodal Learning Environments1,676 cited
  • 2014The Cambridge Handbook of Multimedia Learning1,546 cited
  • 2007The Control-Value Theory of Achievement Emotions

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1,200 cited
  • 2011Dynamics of affective states during complex learning1,094 cited
  • 2013Development of an instrument for measuring different types of cognitive load1,060 cited
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    • 2020More Attractive or More Interactive? The Effects of Multi-Leveled Emotional Design on Middle School Students’ Multimedia Learning45 cited