Using a false biofeedback methodology to explore relationships between learners’ affect, metacognition, and performance

The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning

“…These results are consistent with previous work exploring relations between academic emotions and learning strategies Azevedo, Moos, Johnson, & Chauncey, 2010;Chauncey Strain, Azevedo, & D'Mello, 2013;Pekrun et al, 2002Pekrun et al, , 2010. They mirror the complex relationships found between negative emotions in general and the learning strategies that students adopt while learning.…”

The influence of consequence value and text difficulty on affect, attention, and learning while reading instructional texts

“…Since affect and attention are expected to influence learning, we also posit that the effect of consequence value on learning will be mediated through affect and attention. This prediction is based on the notion that increased levels of arousal should positively relate to learning since arousal is hypothesized to signal information as important for encoding and later retrieval (Storbeck & Clore, 2008) and due to the well-known relationships between arousal and performance (Strain, Azevedo, & D'Mello, 2013;Yerkes & Dodson, 1908). Mind wandering is expected to share a negative relationship with learning since mind wandering disrupts the creation of a mental model from the text as attention is directed toward unrelated off-task thoughts (Smallwood, Fishman, & Schooler, 2007;Smallwood & Schooler, 2006).…”

Positive Affect Relevant to Epistemic Curiosity to Reflect Continuance Intention to Join a Hands-On Making Contest

“…When a student encounters a challenge, they are faced with affect-eliciting factors, such as the fear of performing poorly on subsequent evaluations and the need for improvement (Strain, et al, 2013). Moreover, Strain et al (2013) argued that positive affect is activated throughout the cognitive process in problem solving and efficient decision making. That is, positive affect has been associated with better creative problem-solving and more exploratory behavior (e.g., Estrada, Isen, & Young, 1997).…”

“…The component of attitude refers to an individual's beliefs and thoughts towards events as either good or bad in influencing emotional attachment. In facing challenges, students are faced with affect-eliciting factors, such as fear of performing poorly on evaluations and the need to improve performance (Strain, Azevedo, & D'Mello, 2013). Conversely, positive affect has been associated with better creative problem-solving and more exploratory behavior (e.g., Estrada, Isen, & Young, 1997).…”