Affect and engagement during small group instruction

[1]  Elizabeth A. Linnenbrink.  Emotion Research in Education: Theoretical and Methodological Perspectives on the Integration of Affect, Motivation, and Cognition , 2006 .

[2]  Karen Gasper,et al.  Happily putting the pieces together: a test of two explanations for the effects of mood on group-level information processing. , 2008, The British journal of social psychology.

[3]  T. Goetz,et al.  Academic emotions from a social-cognitive perspective: antecedents and domain specificity of students' affect in the context of Latin instruction. , 2006, The British journal of educational psychology.

[4]  Guy Roth,et al.  Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety , 2005 .

[5]  Elizabeth G. Cohen,et al.  Designing Groupwork: Strategies for the Heterogeneous Classroom , 1986 .

[6]  Marold Wosnitza,et al.  Origin, direction and impact of emotions in social online learning , 2005 .

[7]  E. Rosenberg.  Levels of Analysis and the Organization of Affect , 1998 .

[8]  Reinhard Pekrun,et al.  Emotion in Education , 2007 .

[9]  A. Satorra,et al.  Complex Sample Data in Structural Equation Modeling , 1995 .

[10]  Annemarie S. Palincsar,et al.  Group processes in the classroom. , 1996 .

[11]  Elizabeth A. Linnenbrink.  The Dilemma of Performance-Approach Goals: The Use of Multiple Goal Contexts to Promote Students' Motivation and Learning. , 2005 .

[12]  Steven J. Karau,et al.  Social Loafing: Research Findings, Implications, and Future Directions , 1995 .

[13]  Paul A. Schutz,et al.  Introduction: Emotions in Education , 2002 .

[14]  D. Watson,et al.  Toward a consensual structure of mood. , 1985, Psychological bulletin.

[15]  C. Carver,et al.  A control-process perspective on the origins of affect. , 1996 .

[16]  Reinhard Pekrun,et al.  Where Do We Go from Here? Implications and Future Directions for Inquiry on Emotions in Education , 2007 .

[17]  T. Goetz,et al.  Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research , 2002 .

[18]  Reinhard Pekrun,et al.  A Social-Cognitive, Control-Value Theory of Achievement Emotions , 2000 .

[19]  B. Fredrickson.  The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions. , 2001, The American psychologist.

[20]  S. Christenson,et al.  Handbook of Research on Student Engagement , 2012 .

[21]  Anne C. Frenzel,et al.  The Control-Value Theory of Achievement Emotions: An Integrative Approach to Emotions in Education , 2007 .

[22]  J. Russell,et al.  Independence and bipolarity in the structure of current affect. , 1998 .

[23]  Brigid Barron.  When Smart Groups Fail , 2003 .

[24]  Mary Ainley,et al.  Students, tasks and emotions: Identifying the contribution of emotions to students' reading of popular culture and popular science texts , 2005 .

[25]  M. Boekaerts,et al.  Understanding Students' Affective Processes in the Classroom , 2007 .

[26]  N. Schwarz.  Feelings as information: Informational and motivational functions of affective states. , 1990 .

[27]  A W Gaillard,et al.  Interpersonal Relations and Group Processes Social Loafing under Fatigue , 2022 .

[28]  R. Thayer.  Activation-Deactivation Adjective Check List: Current Overview and Structural Analysis , 1986 .

[29]  Lieven Verschaffel,et al.  Students’ emotions: A key component of self-regulated learning? , 2007 .

[30]  Diane L. Schallert,et al.  Emotions and classroom talk: Toward a model of the role of affect in students' experiences of classroom discussions , 2004 .

[31]  G. Clore,et al.  Mood and the use of scripts: does a happy mood really lead to mindlessness? , 1996, Journal of personality and social psychology.

[32]  P. Kirschner,et al.  Social and Cognitive Factors Driving Teamwork in Collaborative Learning Environments , 2006 .

[33]  Jennifer A. Fredricks,et al.  School Engagement: Potential of the Concept, State of the Evidence , 2004 .

[34]  C. Midgley,et al.  Teacher Discourse and Sixth Graders' Reported Affect and Achievement Behaviors in Two High-Mastery/High-Performance Mathematics Classrooms , 2003, The Elementary School Journal.

[35]  Angela M. O'Donnell.  The Role of Peers and Group Learning , 2006 .

[36]  Hanna Järvenoja,et al.  How Students Describe the Sources of Their Emotional and Motivational Experiences during the Learning Process: A Qualitative Approach , 2005 .

[37]  Hanna Järvenoja,et al.  Emotion control in collaborative learning situations: do students regulate emotions evoked by social challenges? , 2009, The British journal of educational psychology.

[38]  Anastasia Efklides,et al.  Effects of mood on students' metacognitive experiences , 2005 .

[39]  Debra K. Meyer,et al.  Scaffolding emotions in classrooms. , 2007 .

[40]  E. Higgins,et al.  Handbook of motivation and cognition : foundations of social behavior , 1991 .

[41]  Anne C. Frenzel,et al.  Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics , 2007 .

[42]  Eva Vass,et al.  Exploring processes of collaborative creativity—The role of emotions in children's joint creative writing , 2007 .