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Learning and Instruction

October 2005 Volume 15, Number 5

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Table of Contents

Number of articles: 9

  1. 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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  2. 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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  3. 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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  4. 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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  5. 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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  6. 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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  7. 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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  8. Progress and open problems in educational emotion research

    Reinhard Pekrun

    pp. 497-506

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  9. Does what we feel affect what we learn? Some answers and new questions

    Carol Sansone & Dustin B. Thoman

    pp. 507-515

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