Related references
Note: Only part of the references are listed.Epistemic agency for costructuring expansive knowledge-building practices
Jianwei Zhang et al.
SCIENCE EDUCATION (2022)
Evolution of the academic emotions of academically low-achieving students in knowledge building
Yuqin Yang et al.
INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING (2022)
Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers' collaborative Inquiry and Knowledge Building
Yuqin Yang et al.
INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING (2022)
Fostering low-achieving students' productive disciplinary engagement through knowledge-building inquiry and reflective assessment
Yuqin Yang et al.
BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY (2022)
Agency to transform: how did a grade 5 community co-configure dynamic knowledge building practices in a yearlong science inquiry?
Dan Tao et al.
INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING (2021)
Promoting Students' Collective Cognitive Responsibility through Concurrent, Embedded and Transformative Assessment in Blended Higher Education Courses
Stefano Cacciamani et al.
TECHNOLOGY KNOWLEDGE AND LEARNING (2021)
Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments
Kristina Loderer et al.
LEARNING AND INSTRUCTION (2020)
Emotions in medical education: Examining the validity of the Medical Emotion Scale (MES) across authentic medical learning environments
Melissa C. Duffy et al.
LEARNING AND INSTRUCTION (2020)
Emotions are the experiential glue of learning environments in the 21st century
Arthur C. Graesser
LEARNING AND INSTRUCTION (2020)
Supporting groups' emotion and motivation regulation during collaborative learning
Hanna Jarvenoja et al.
LEARNING AND INSTRUCTION (2020)
Understanding and measuring emotions in technology-rich learning environments
Susanne P. Lajoie et al.
LEARNING AND INSTRUCTION (2020)
Searching for the role of emotions in e-learning
Richard E. Mayer
LEARNING AND INSTRUCTION (2020)
Self-directed reflective assessment for collective empowerment among pre-service teachers
Yuqin Yang et al.
BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY (2020)
Analysis of students' ideas and conceptual artifacts in knowledge-building discourse
Jun Oshima et al.
BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY (2020)
Dynamics of Reflective Assessment and Knowledge Building for Academically Low-Achieving Students
Yuqin Yang et al.
AMERICAN EDUCATIONAL RESEARCH JOURNAL (2020)
Students' emotions of enjoyment and boredom and their use of cognitive learning strategies - How do they affect one another?
Stefanie Obergriesser et al.
LEARNING AND INSTRUCTION (2020)
Collective reflective assessment for shared epistemic agency by undergraduates in knowledge building
Yuqin Yang et al.
BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY (2020)
Emotional regulation in collaborative learning: when do higher education students activate group level regulation in the face of challenges?
Hanna Jarvenoja et al.
STUDIES IN HIGHER EDUCATION (2019)
Curiosity... Confusion? Frustration! The role and sequencing of emotions during mathematics problem solving
Ivana Di Leo et al.
CONTEMPORARY EDUCATIONAL PSYCHOLOGY (2019)
Developing metadiscourse through reflective assessment in knowledge building environments
Chunlin Lei et al.
COMPUTERS & EDUCATION (2018)
Learning to monitor and regulate collective thinking processes
Marcela Borge et al.
INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING (2018)
Co-Organizing the Collective Journey of Inquiry With Idea Thread Mapper
Jianwei Zhang et al.
JOURNAL OF THE LEARNING SCIENCES (2018)
The Role of Epistemic Emotions in Personal Epistemology and Self-Regulated Learning
Krista R. Muis et al.
EDUCATIONAL PSYCHOLOGIST (2018)
Visions of CSCL: eight provocations for the future of the field
Alyssa Friend Wise et al.
INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING (2017)
Emotion and Achievement During Adolescence
Reinhard Pekrun
CHILD DEVELOPMENT PERSPECTIVES (2017)
Fostering scientific understanding and epistemic beliefs through judgments of promisingness
Bodong Chen
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT (2017)
Schools as Knowledge-Building Organizations: Thirty Years of Design Research
Bodong Chen et al.
EDUCATIONAL PSYCHOLOGIST (2016)
Reflective assessment in knowledge building by students with low academic achievement
Yuqin Yang et al.
INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING (2016)
Advancing knowledge-building discourse through judgments of promising ideas
Bodong Chen et al.
INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING (2015)
The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning
Krista R. Muis et al.
LEARNING AND INSTRUCTION (2015)
The role of epistemic emotions in mathematics problem solving
Krista R. Muis et al.
CONTEMPORARY EDUCATIONAL PSYCHOLOGY (2015)
Fostering collective and individual learning through knowledge building
Ke Zhao et al.
INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING (2014)
Confusion can be beneficial for learning
Sidney D'Mello et al.
LEARNING AND INSTRUCTION (2014)
What Makes a Good Student? How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic Achievement
Carolina Mega et al.
JOURNAL OF EDUCATIONAL PSYCHOLOGY (2014)
Knowledge Building Discourse Explorer: a social network analysis application for knowledge building discourse
Jun Oshima et al.
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT (2012)
Dynamics of affective states during complex learning
Sidney D'Mello et al.
LEARNING AND INSTRUCTION (2012)
The half-life of cognitive-affective states during complex learning
Sidney D'Mello et al.
COGNITION & EMOTION (2011)
Better to be frustrated than bored: The incidence, persistence, and impact of learners' cognitive affective states during interactions with three different computer-based learning environments
Ryan S. J. D. Baker et al.
INTERNATIONAL JOURNAL OF HUMAN-COMPUTER STUDIES (2010)
Summative assessment: the missing link for formative assessment
Maddalena Taras
JOURNAL OF FURTHER AND HIGHER EDUCATION (2009)
Emote aloud during learning with AutoTutor: Applying the facial action coding system to cognitive-affective states during learning
Scotty D. Craig et al.
COGNITION & EMOTION (2008)
Socio-cognitive dynamics of knowledge building in the work of 9-and 10-year-olds
Jianwei Zhang et al.
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT (2007)
The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice
Reinhard Pekrun
EDUCATIONAL PSYCHOLOGY REVIEW (2006)
Students assessing their own collaborative knowledge building
Eddy Y. C. Lee et al.
INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING (2006)
A theoretical framework and approach for fostering metacognitive development
B White et al.
EDUCATIONAL PSYCHOLOGIST (2005)
Attentional resource allocation to emotional events: An ERP study
J Meinhardt et al.
COGNITION & EMOTION (2003)
Mapping to know: The effects of representational guidance and reflective assessment on scientific inquiry
EE Toth et al.
SCIENCE EDUCATION (2002)