Discovering Emotion in Classroom Motivation Research

Meyer, Debra K.; Turner, Julianne C.

doi:10.1207/s15326985ep3702_5

Cited by 329 publications

(187 citation statements)

References 49 publications

(37 reference statements)

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“…In order for the SRI model to succeed, we followed the three stages of its implementation: 1) separating relevant, 2) analyzing the contents and 3) evaluating the material being learned (Mayer, 2002;Rinehart & Thomas, 1993). Aside from that, all the activities of the students were viewed in interaction (Bugg & McDaniel, 2012), which undoubtedly had positive effects.…”

Section: Discussionmentioning

confidence: 99%

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Separating the Relevant From the Irrelevant: The Sri Learning Model

Suzić¹,

Jelić²,

Milivojac³

2013

sgia

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SUMMARYThe present study shows an experimental application of the SRI model of studying in teaching. We are talking about separating the relevant from the irrelevant, i.e. the SRI model which was applied in a group rotation experiment. Namely, the first group, which included the second, the third and the fourth class, applied the mentioned model for twelve lessons, and three parallel classes represented group K, which applied traditional teaching models. After the twelve lessons the effects of the SRI model in group E and traditional teaching in group K were measured. Then, the students from group K applied the SRI model for twelve lessons, and group E applied traditional teaching models. Again, with the completion of both, measurements were conducted once again. The measurement included students' motivation, the way they evaluated the material and how many important facts they memorized from the material. The results show that the application of the SRI model gives better effects when it comes to motivation, evaluation of the material and memorizing facts.

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Section: Discussionmentioning

confidence: 99%

“…This efficiency is more emphasized if students analyze and value the things marked as relevant, if they evaluate ideas (Mayer, 2002;Rinehart & Thomas, 1993). Our experimental research comprises all three levels of separating the relevant from the irrelevant.…”

Section: Introductionmentioning

confidence: 99%

Separating the Relevant From the Irrelevant: The Sri Learning Model

Suzić¹,

Jelić²,

Milivojac³

2013

sgia

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“…· Forms of assessment that encourage metacognition and focus on personal progress rather than social comparison (self-assessment, group assessment, portfolio assessment). (Jang, Reeve, & Deci, 2010;Meyer & Turner, 2002a;Perry, 1998Perry, , 2013Ryan & Deci, 2000) · Supporting students' interests when planning classroom activities and the organisation of the classroom environment. · Supporting students' goals and decisions concerning their learning.…”

Section: Instructional Practicesmentioning

confidence: 99%

“…As stated by Pintrich and Zusho (2002), "self-regulation is not just afforded or constrained by personal cognition and motivation, but also privileged, encouraged, or discouraged by contextual factors" (p. 279). Consistently, a growing number of studies has been conducted in the past 20 years in real classrooms with the aim of identifying types of activities, instructional practices, and classroom arrangements that afford opportunities for children to engage in SRL (Meyer & Turner, 2002a, 2002bNolen, 2007;Perry, 1998;Perry & Vandekamp, 2000;Webb, 2013). …”

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confidence: 99%

Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms

2014

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This paper has 2 aims: (a) identify pedagogical practices and classroom arrangements that foster self-regulated learning (SRL) on the basis of extant research and (b) illustrate, through the description of 2 intervention studies conducted in the United Kingdom, how those SRL promoting features can be used to design educational interventions appropriate for young students. Through a purposive sample of primary schools, both studies investigated the effects of collaborative problem solving, play, and dialogue on children's SRL and academic achievement, following quasiexperimental pre-and post-test designs, comprising concurrent (Study 1) and retrospective (Study 2) comparison groups. Assessment and intervention data was video recorded and coded. In Study 1 the intervention group (57 1 st grade students) participated in 8 collaborative problem-solving activities. ANOVAs analysis revealed improvements in declarative and monitoring aspects of SRL with enhanced improvements for initially low SRL students. In Study 2 (ongoing; 108 1 st , 3 rd , and 5 th grade students) participants engage in 12 episodes of pretence and constructional play involving LEGO © , used to stimulate the generation of different genres of texts. Preliminary findings indicate positive uptake of the programme by students and teachers.Keywords: self-regulated learning, early childhood, classroom interventions Este artículo tiene 2 propósitos: (a) identificar prácticas pedagógicas y contextos de aula que, según la literatura, promueven el aprendizaje auto-regulado y (b) a través de la descripción de 2 intervenciones realizadas en el Reino Unido, ilustrar cómo dichos factores pueden utilizarse en el diseño de programas que fomentan el aprendizaje autoregulado de estudiantes de enseñanza primaria. Utilizando una muestra intencionada de escuelas primarias, ambos estudios investigaron el efecto de prácticas dialógicas, juego y aprendizaje colaborativo en la auto-regulación del aprendizaje y rendimiento académico. El diseño fue cuasi-experimental pre y postest, con grupo control (simultáneo en Estudio 1 y retrospectivo en Estudio 2). Los datos fueron grabados y codificados. En el Estudio 1, el grupo experimental (57 alumnos de primer grado) participó en 8 actividades grupales sobre resolución de problemas. Los ANOVAs revelaron un mejoramiento en aspectos declarativos y en el monitoreo de la auto-regulación, particularmente en estudiantes con bajos niveles de auto-regulación iniciales. En el Estudio 2 (en desarrollo; 108 alumnos de primer, tercer y quinto grado) los alumnos participan en 12 actividades de juego imaginativo y constructivo usando LEGO © , como estímulo para la creación de textos de diferentes géneros. Los resultados preliminares muestran una respuesta positiva de alumnos y profesores al programa Palabras clave: aprendizaje auto-regulado, educación primaria, intervenciones en aula

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“…When faced with unpleasant incidents or events, they have to facilitate or guide the students to handle emotions so they are able to enjoy the process. In fact, positive emotions have an effect on motivation and risk taking (Meyer and Turner 2002). Motivation and willingness to take risks help students to learn creativity (Amabile 1983(Amabile , 1996Cropley 2001).…”

Section: Teachers' Understanding Of Students' Emotionsmentioning

confidence: 99%

Fostering creativity from an emotional perspective: Do teachers recognise and handle students’ emotions?

Siu

Wong

2014

Int J Technol Des Educ

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Emotions have a significant effect on the processes of designing and creative thinking. In an educational context, some emotions may even be detrimental to creativity. To further explore the link between creativity and emotion, a series of interviews were conducted with design and technology (D&T) teachers in Singapore, Hong Kong and Beijing concerning their experiences of working with students on design projects. The intent was to investigate how these teachers understood and managed their students' emotions while teaching creative design skills. Some teachers indicated that they understood their students' emotions through observing their behaviour, connecting with them by synchronising emotions or by evaluating student performance. The teachers also reported using various other methods to handle their students' emotions. This study highlights the importance of equipping D&T teachers with skills for awareness and regulation of emotions so that they can better enable students to cultivate creativity in the design process.

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Discovering Emotion in Classroom Motivation Research

Cited by 329 publications

References 49 publications

Separating the Relevant From the Irrelevant: The Sri Learning Model

Separating the Relevant From the Irrelevant: The Sri Learning Model

Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms

Fostering creativity from an emotional perspective: Do teachers recognise and handle students’ emotions?

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