Activating positive affective experiences in the classroom: “Nice to have” or something more?

Buff, Alex; Reusser, Kurt; Rakoczy, Katrin; Pauli, Christine

doi:10.1016/j.learninstruc.2010.07.008

Cited by 61 publications

(27 citation statements)

References 45 publications

(92 reference statements)

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“…However, a clear division between activating and deactivating affect was absent in previous studies. In this study, students in the high‐performing groups reported positive activating affect significantly more than other students, which is in line with the findings in mathematics instruction where positive activating affect was associated with more cognitive activity and indirectly with achievement (Buff et al, ). Given that the current study differs from traditional individual science learning, variation in valence and arousal in group performance and achievement is plausible.…”

Section: Discussionsupporting

confidence: 90%

High school students' perceptions of affect and collaboration during virtual science inquiry learning

Pietarinen

Vauras

Laakkonen

et al. 2018

Computer Assisted Learning

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This study examined affect during high school students' face‐to‐face collaborative inquiry learning in science, supported by the web‐based software Virtual Baltic Sea Explorer. Self‐reported affective states during the inquiry process in peer groups were related to evaluations of a group's collaboration and performance in three phases of interdisciplinary science inquiry (biology and chemistry). Results indicate that despite high cognitive demands, positive affect prevailed whereas negative affect was infrequent. Structural equation modelling was used to analyse the significance of affect on collaboration and group performance. The relationship between affect, collaboration, and the groups' productive outcome revealed that self‐assurance had a significant effect on collaboration and support, intertwined with scientific understanding and group performance. Furthermore, a cross‐lagged analysis showed a reciprocal relation between positive affect, scientific understanding, collaboration, and support. These outcomes contribute to the scarce literature on the nature and importance of affect in the process of face‐to‐face computer‐supported collaborative inquiry and learning in science.

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Section: Discussionsupporting

confidence: 90%

High school students' perceptions of affect and collaboration during virtual science inquiry learning

Pietarinen

Vauras

Laakkonen

et al. 2018

Computer Assisted Learning

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“…These results provide support for Pekrun's (2006) controlvalue theory of achievement emotions, and are consistent with previous research on the antecedents of students' enjoyment (Buff, 2014; Buff, Reusser, Rakoczy, & Pauli, 2011;Pekrun, 2000), frustration, anxiety and boredom in mathematics (Dettmers et al, 2011;. More importantly, our results provide initial empirical evidence with regard to plausible antecedents to the epistemic emotions that individuals experience during complex learning.…”

Section: Antecedentssupporting

confidence: 90%

The role of epistemic emotions in mathematics problem solving

Muis

Psaradellis

Lajoie

et al. 2015

Contemporary Educational Psychology

120

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A B S T R A C TThe purpose of this research was to examine the antecedents and consequences of epistemic and activity emotions in the context of complex mathematics problem solving. Seventy-nine elementary students from the fifth grade participated. Students self-reported their perceptions of control and value specific to mathematics problem solving, and were given a complex mathematics problem to solve over a period of several days. At specific time intervals during problem solving, students reported their epistemic and activity emotions. To capture self-regulatory processes, students thought out loud as they solved the problem. Path analyses revealed that both perceived control and value served as important antecedents to the epistemic and activity emotions students experienced during problem solving. Epistemic and activity emotions also predicted the types of processing strategies students used across three phases of selfregulated learning during problem solving. Finally, shallow and deep processing cognitive and metacognitive strategies positively predicted problem-solving performance. Theoretical and educational implications are discussed.

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“…Recurring experiences of positive activityrelated emotions such as enjoyment promote students' interest, effort and engagement (e.g., Ainley and Ainley 2011;Reyes et al 2012), strengthen the use of in-depth learning strategies, including critical thinking, elaboration and self-monitoring (e.g., Ahmed et al 2013), and in so doing, enhance students' academic performance (e.g., Buff et al 2011;Ranellucci et al 2015).…”

Section: Introductionmentioning

confidence: 99%

Enjoying working and learning in vocational education: a multilevel investigation of emotional crossover and contextual moderators

Warwas

Helm

2017

Empirical Res Voc Ed Train

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Background: Students' positive emotions, such as enjoying learning activities at school, are increasingly recognized as being conducive to learning. Researchers therefore seek to understand the roles that teachers' emotions and instructional behaviours play for promoting activity-related enjoyment among their students. This study is the first to investigate emotional crossover in vocational classrooms, combining ControlValue Theory and Broaden-and-Built Theory to substantiate potentially mediating teaching characteristics (clarity and support, enthusiastic teaching, application-orientation). Moreover, this study explores contextual moderators of crossover by comparing different types of training (classes in dual and in school-based training programs) as well as different domains of training (commercial, technical, and social occupations).Methods: Survey data were gathered from 77 teachers and 1522 students with a temporal distance of about 5 months, covering a considerable period of instructional interaction. Data were examined with multilevel latent contextual models, which allow controlling for measurement and sampling errors as well as for potential confounders when testing mediation and moderated mediation in nested data structures. Results and conclusions:Mediation analysis for the full sample indicates substantial positive relations between (a) teachers' work enjoyment and teaching characteristics, and between (b) teaching characteristics and students' enjoyment of lessons. Still, crossover of activity-related emotions cannot be empirically established. Moderator analyses reveal that crossover occurrence is not a function of training type. However, positive relations between teaching characteristics and students' enjoyment vary in strength across the three contrasted vocational domains, and the same applies to positive associations between teachers' enjoyment and teaching characteristics. Consequently, crossover effects are demonstrable only in commercial classes. The paper therefore discusses methodological issues, further research needs and practical implications.

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Activating positive affective experiences in the classroom: “Nice to have” or something more?

Cited by 61 publications

References 45 publications

High school students' perceptions of affect and collaboration during virtual science inquiry learning

High school students' perceptions of affect and collaboration during virtual science inquiry learning

The role of epistemic emotions in mathematics problem solving

Enjoying working and learning in vocational education: a multilevel investigation of emotional crossover and contextual moderators

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