Linking Students’ Emotions and Academic Achievement: When and Why Emotions Matter-Reference-Cited by-同舟云学术

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Linking Students’ Emotions and Academic Achievement: When and Why Emotions Matter

Published:2011-07-15 Issue:2 Volume:6 Page:129-135
ISSN:1750-8592
Container-title:Child Development Perspectives
language:en
Short-container-title:

Author:

Valiente Carlos,Swanson Jodi,Eisenberg Nancy

Publisher

Wiley

Subject

Life-span and Life-course Studies,Developmental and Educational Psychology,Pediatrics, Perinatology, and Child Health

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1111/j.1750-8606.2011.00192.x/fullpdf

Reference79 articles.

1. Testing a core emotion-regulation prediction: Does early attentional persistence moderate the effect of infant negative emotionality on later development?;Belsky;Child Development,2001

2. School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry;Blair;American Psychologist,2002

3. Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten;Blair;Child Development,2007

4. Conflict monitoring and decision making: Reconciling two perspectives on anterior cingulate function;Botvinick;Cognitive, Affective & Behavioral Neuroscience,2007

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2. Striving to learn and feeling well? The effects of students’ achievement goal-orientation on their psychological and physical well-being over one school year;Zeitschrift für Erziehungswissenschaft;2024-08-23

3. Investigating adolescent psychological wellbeing in an educational context using PISA 2018 Canadian data;Frontiers in Psychology;2024-08-09

4. Sleep duration associated with feelings but not with test scores: an observational study;Discover Psychology;2024-08-09

5. Differentiated Instruction in Improving Students’ Task-persistence in Inclusive Education Settings: The Mediating Effects on Prior-achievement Gaps;Didaktika: Jurnal Kependidikan;2024-08-01

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