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Reinhard Pekrun
Australian Catholic University
308Publications
57H-index
14.2kCitations
Publications 313
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Curiosity and interest are at the core of human inquiry. However, controversies remain about how best to conceptualize these constructs. I propose to derive definitions by attending to the common core of typical usages of the two terms. Using this approach, curiosity can be defined as a psychological state that includes three components: recognition of an information gap, anticipation that it may be possible to close it, and an intrinsically motivated desire to do so. Interest can be more broadl...
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#1Elisabeth Vogl (LMU: Ludwig Maximilian University of Munich)H-Index: 3
#2Reinhard Pekrun (LMU: Ludwig Maximilian University of Munich)H-Index: 57
Last.Sandra Schubert (LMU: Ludwig Maximilian University of Munich)
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Research has started to acknowledge the importance of emotions for complex learning and cognitive performance. However, research on epistemic emotions has only recently become more prominent. Research in educational psychology in particular has mostly focused on examining achievement emotions instead of epistemic emotions. Furthermore, only few studies have addressed functional mechanisms underlying multiple different epistemic emotions simultaneously, and only one study has systematically compa...
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#1Kaiqi Shao (SCNU: South China Normal University)
#2Reinhard Pekrun (ACU: Australian Catholic University)H-Index: 57
Last.Laura Nicholson (Edge Hill University)H-Index: 6
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Abstract Research on emotions and second language (L2) learning has proceeded for four decades, and L2 scholars have made important contributions in this overshadowed research area. However, advances in the field have failed to match the more general research on emotion and learning in psychology and education that has proven beneficial for understanding a broad range of emotions experienced in educational settings and has direct implications for classroom teaching. Specifically, the control-val...
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Abstract Technology-rich learning environments (TREs) play an increasingly important role for 21st century education, and the emotions learners experience in these environments are pivotal for their cognitive and affective learning gains. The contributors to this special issue address the importance of understanding and measuring emotions in TREs as a mechanism for fostering learning. In particular, the special issue situates this research with a systemic review and meta-analysis of the literatu...
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#1Reinhard Pekrun (LMU: Ludwig Maximilian University of Munich)H-Index: 57
ABSTRACTThis special issue provides a snapshot of current research on emotions in higher education. The findings document the wide range of emotions that can occur at university, help explain their...
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#1Robert H. Stupnisky (UND: University of North Dakota)H-Index: 20
#2Nathan C. Hall (McGill University)H-Index: 29
Last.Reinhard Pekrun (LMU: Ludwig Maximilian University of Munich)H-Index: 57
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ABSTRACTThis study examined the role of emotions in predicting university faculty teaching and research performance while addressing the methodological limitations of past research. Recruited using...
1 CitationsSource
#1Marianne Chevrier (McGill University)H-Index: 4
#2Krista R. Muis (McGill University)H-Index: 20
Last.Gale M. Sinatra (SC: University of Southern California)H-Index: 36
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Abstract Across two studies, we evaluated a model that proposed relations between epistemic cognition, epistemic emotions, self-regulatory strategies, and learning of complex contradictory content. For Study 1, to capture epistemic cognition, epistemic emotions, and self-regulatory strategies, 114 undergraduate students thought out loud while reading conflicting texts about climate change. Protocol analysis revealed that epistemic aims, epistemic congruity, and appraisals of novelty and complexi...
1 CitationsSource
#1Martina Kaufmann (University of Trier)H-Index: 1
#2Thomas Goetz (University of Konstanz)H-Index: 31
Last.Reinhard Pekrun (LMU: Ludwig Maximilian University of Munich)H-Index: 57
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2 CitationsSource
#1Jesus Camacho-Morles (University of Melbourne)H-Index: 1
#2Gavin R. Slemp (University of Melbourne)H-Index: 5
Last.Lucy Morrish (University of Melbourne)H-Index: 1
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Abstract This study applied the control-value theory of achievement emotions to investigate the antecedents of achievement emotions experienced by adolescents in computer-based collaborative problem-solving (CPS) activities. In addition, it identified the set of discrete achievement emotions that adolescents experience in CPS scenarios. Results of structural equation modeling revealed that experiencing enjoyment was associated with higher task value and small increases in perceived academic cont...
1 CitationsSource
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