Teachers’ negative emotional feedback can facilitate students’ learning: the role of epistemic motivation in undertaking divergent- and convergent-thinking tasks-Reference-Cited by-同舟云学术

Teachers’ negative emotional feedback can facilitate students’ learning: the role of epistemic motivation in undertaking divergent- and convergent-thinking tasks

Published:2019-04-04 Issue:7 Volume:39 Page:900-922
ISSN:0144-3410
Container-title:Educational Psychology
language:en
Short-container-title:Educational Psychology

Author:

Lee Hyunjoo¹^ORCID

Affiliation:

1. Department of Education, Myongji University, Seoul, South Korea

Funder

National Research Foundation of Korea

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/01443410.2019.1592115

Reference49 articles.

1. The role of epistemic motivation in individuals’ response to decision complexity

2. Motivated information processing, social tuning, and group creativity.

3. The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis

4. The important role of the context in which achievement goals are adopted: an experimental test

5. Creative Product Analysis Matrix: Testing the Model Structure and a Comparison Among Products--Three Novel Chairs

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