The link between achievement emotions, appraisals, and task performance: pedagogical considerations for emotions in CBLEs

Jarrell, Amanda; Harley, Jason M.; Lajoie, Susanne P.

doi:10.1007/s40692-016-0064-3

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The link between achievement emotions, appraisals, and task performance: pedagogical considerations for emotions in CBLEs

Author(s): Amanda Jarrell , Jason M. Harley , Susanne P. Lajoie

Publication date (Electronic): June 11 2016

Journal: Journal of Computers in Education

Publisher: Springer Science and Business Media LLC

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Most cited references 26

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Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research

Reinhard Pekrun, Thomas Goetz, Wolfram Titz … (2002)

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Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.

Raymond P. Perry, Reinhard Pekrun, Thomas Goetz … (2010)

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Better to be frustrated than bored: The incidence, persistence, and impact of learners’ cognitive–affective states during interactions with three different computer-based learning environments

Ryan S.J.d. Baker, Sidney K. D’Mello, Ma.Mercedes T. Rodrigo … (2010)

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Author and article information

Journal

Title: Journal of Computers in Education

Abbreviated Title: J. Comput. Educ.

Publisher: Springer Science and Business Media LLC

ISSN (Print): 2197-9987

ISSN (Electronic): 2197-9995

Publication date Created: September 2016

Publication date (Electronic): June 11 2016

Publication date (Print): September 2016

Volume: 3

Issue: 3

Pages: 289-307

Article

DOI: 10.1007/s40692-016-0064-3

SO-VID: f2efb1fa-86e5-4d14-a2d0-588eb1e8df2e

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The link between achievement emotions, appraisals, and task performance: pedagogical considerations for emotions in CBLEs

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Special Issue: Social pedagogical work with children, youth and their families with refugee and migrant background in Europe

Most cited references 26

Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research

Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.

Better to be frustrated than bored: The incidence, persistence, and impact of learners’ cognitive–affective states during interactions with three different computer-based learning environments

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