Affect and Cognitive Interference: An Examination of Their Effect on Self-Regulated Learning

Παπαντωνίου, Γεωργία; Μoraitou, Despina; Kaldrimidou, M.; Plakitsi, Katerina; Filippidou, Dimitra; Katsadima, Effie

doi:10.1155/2012/579590

Cited by 13 publications

(7 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Affect emerges from positive attitudes towards that task, and is formed at the person level as opposed to the (task x person) level in the model. Self-regulated learning and positive affect were found to be related to course outcomes, and is influenced by personality traits, which supports the MASRL model (Papantoniou & Plakitsi, 2012).…”

Section: Introductionsupporting

confidence: 70%

“…While the role of emotions and affect in education has been examined in many earlier studies (Cleveland-Innes & Campbell, 2012;Kathleen & Thomas, 2006;Michael & Earlie, 2000;Milheim, 2012), its role in distance education did not receive much emphasis, despite its link to positive student outcomes (Papantoniou & Plakitsi, 2012). Specifically, the role and influence of positive regard on student outcomes.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Self-Regulated Learning in School Contexts

Cleary¹,

Callan²,

Pawlo³

2020

The Cambridge Handbook of Applied School Psychology

View full text Add to dashboard Cite

Learning outcomes in classroom settings are impacted by many components of the course structure and delivery. One of these is positive regard from the instructor as perceived by students. Similarly, perceived positive regard is an important aspect of learning outcomes in a distance education environment, although the ways in which regard are shown are much different. The present study seeks to quantify the impact of perceived positive regard on learning outcomes in both classroom and distance modalities and compare the results for similarities and differences. Data from the Student Instructional Report, both classroom and distance versions, from the authors' institution is used to validate the relationships among positive regard, motivation, and learning outcomes shown in Eflides's (2011) metacognitive and affective model of self-regulated learning (MASRL). Analysis of data from one academic year of available data does support these relationships, with some differences found between distance and traditional classroom settings. Support and suggested direction for future research on the role of positive regard in distance learning are offered.

show abstract

Section: Introductionsupporting

confidence: 70%

Section: Introductionmentioning

confidence: 99%

Self-Regulated Learning in School Contexts

Cleary¹,

Callan²,

Pawlo³

2020

The Cambridge Handbook of Applied School Psychology

View full text Add to dashboard Cite

show abstract

“…Cognitive interference refers to unwanted and disturbing thoughts. There is the hypothesis that intrusive thoughts occurring in academic environments are functions of test anxiety and that these thoughts can disrupt task performance in anxious students [ 90 ]. Furthermore, these thoughts can influence the emotionality dimension of test anxiety, and consequently further increase one’s anxiety levels.…”

Section: Evaluation Results and Discussionmentioning

confidence: 99%

Exploring anxiety awareness during academic science examinations

Apostolidis

Tsiatsos

2021

PLoS ONE

View full text Add to dashboard Cite

There is a developing interdisciplinary research field which has been trying to integrate results and expertise from various scientific areas, such as affective computing, pedagogical methodology and psychological appraisal theories, into learning environments. Moreover, anxiety recognition and regulation has attracted the interest of researchers as an important factor in the implementation of advanced learning environments. The present article explores the test anxiety and stress awareness of university students who are attending a science course during examinations. Real-time anxiety awareness as provided by biofeedback during science exams in an academic environment is shown to have a positive effect on the anxiety students experience and on their self-efficacy regarding examinations. Furthermore, the relevant research identifies a significant relationship between the students’ anxiety level and their performance. Finally, the current study indicates that the students’ anxiety awareness as provided by biofeedback is related to their performance, a relationship that is mediated and explained by the students’ anxiety.

show abstract

“…That's because, students are forced to memorize incomprehensible chapters in order to have a dignified performance in class. Memorizing texts and mathematical formulas is useless since it is not utilized in everyday life and it is not appealing as well (Papantoniou, Moraitou, Kaldrimidou, Plakitsi, Filippidou, & Katsadima, 2012).…”

Section: Resultsmentioning

confidence: 99%

Views and Experiences of Third-year, Early Childhood Education, University Students about Science Education in Junior and Senior High School

Stylianou¹,

Plakitsi

Παπαντωνίου³

2016

WJE

Self Cite

View full text Add to dashboard Cite

Research on Junior and Senior high school students' attitude toward SE (Science Education) courses focuses on students' attitudes, views, interests and perceptions stemming from their school experiences related to the courses. This study examines the way third-year students of the Early Childhood Education Department in Ioannina have viewed and experienced SE teaching in Junior and Senior high school. The purpose of this paper is to investigate how the members of the above target group, perceive in present time their future role as SE teachers and how their past role as students who have experienced Science teaching in Secondary Education has influenced their attitude toward Science. Factors that shape a positive attitude toward SE, so that students as future teachers and adults who care about being scientifically literate occupy themselves with it, are anxiety about SE courses, self-esteem related to the comprehensibility of the courses, their perception of how significant SE is, learning motivation, delight in dealing with SE, classroom environment, fear of failure or success in the course, but most of all, the way (teaching practices and strategies) SE was taught by Science teachers in Secondary Education.

show abstract

Affect and Cognitive Interference: An Examination of Their Effect on Self-Regulated Learning

Cited by 13 publications

References 50 publications

Self-Regulated Learning in School Contexts

Self-Regulated Learning in School Contexts

Exploring anxiety awareness during academic science examinations

Views and Experiences of Third-year, Early Childhood Education, University Students about Science Education in Junior and Senior High School

Contact Info

Product

Resources

About