Learning and Instruction
October 2005 Volume 15, Number 5
Table of Contents
Number of articles: 9
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Basic needs and the development of interest and intrinsic motivational orientations
Andreas Krapp
From the perspective of the “person–object-theory of interest” (POI) the development of interest and interest-related motivational orientations can be explained at the level of functional... More
pp. 381-395
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Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety
Avi Assor, Haya Kaplan, Yaniv Kanat-Maymon & Guy Roth
We focused on potential effects of directly controlling teacher behaviors (DCTB), such as giving frequent directives, interfering with children's preferred pace of learning, and not allowing... More
pp. 397-413
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Effects of mood on students' metacognitive experiences
Anastasia Efklides & Chryssoula Petkaki
This study investigated the relations of induced mood with mathematical ability and self-concept in maths as well as the effect of induced mood on maths performance and on metacognitive experiences... More
pp. 415-431
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Students, tasks and emotions: Identifying the contribution of emotions to students' reading of popular culture and popular science texts
Mary Ainley, Matthew Corrigan & Nicholas Richardson
In this investigation young adolescent students ( More
pp. 433-447
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Origin, direction and impact of emotions in social online learning
Marold Wosnitza & Simone Volet
This paper examines the origin, direction and impact of emotions in social online learning. A range of methods for accessing emotions related to learning is identified, and the usefulness of these ... More
pp. 449-464
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How students describe the sources of their emotional and motivational experiences during the learning process: A qualitative approach
Hanna Järvenoja & Sanna Järvelä
The aim of the study reported in this paper was to consider the sources of emotional and motivational experiences of secondary school students ( More
pp. 465-480
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Promoting students' emotions and achievement – Instructional design and evaluation of the ECOLE-approach
Michaela Gläser-Zikuda, Stefan Fuß, Matthias Laukenmann, Kerstin Metz & Christoph Randler
Emotions such as interest and anxiety are part of the learning process as well as cognition and motivation. In view of this, educational science should take emotional aspects of instruction into... More
pp. 481-495
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Progress and open problems in educational emotion research
Reinhard Pekrun
pp. 497-506
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Does what we feel affect what we learn? Some answers and new questions
Carol Sansone & Dustin B. Thoman
pp. 507-515