This decommissioned ERA site remains active temporarily to support our final migration steps to https://ualberta.scholaris.ca, ERA's new home. All new collections and items, including Spring 2025 theses, are at that site. For assistance, please contact erahelp@ualberta.ca.
Search
Skip to Search Results- 4achievement emotions
- 1Control-value theory
- 1academic interference
- 1attribution retraining
- 1body appreciation
- 1body dissatisfaction
- 3The Alberta Consortium for Motivation and Emotion (ACME)
- 2The Alberta Consortium for Motivation and Emotion (ACME)/Journal Articles (ACME)
- 1The Alberta Consortium for Motivation and Emotion (ACME)/Conference Presentations (ACME)
- 1Graduate and Postdoctoral Studies (GPS), Faculty of
- 1Graduate and Postdoctoral Studies (GPS), Faculty of/Theses and Dissertations
-
2022-05-21
Parker, Patti C., Tze, Virginia M. C., Daniels, Lia M., Sukovieff, Alyse
Across postsecondary settings, boredom is a common emotion and can be harmful for achievement striving and motivation. We draw on two theories—Control Value Theory (CVT) and the Components Process Model of Emotions (CPM)—which cover important dimensions of boredom experienced by students. Our...
-
2022-01-01
Tze, Virginia M. C., Parker, Patti C., Sukovieff, Alyse
The control-value theory (CVT) of achievement emotions is a well-established theoretical framework which delineates the predictive relationships among distal and proximal antecedents, academic emotions, and student engagement and achievement. Although most research anchored in CVT is conducted by...
-
EveryBODY Should Succeed: The Relationship Amongst Students’ Body Appreciation, Academic Interference, and Achievement Emotions
DownloadFall 2019
Despite the continuously narrowing body ideals and corresponding body dissatisfaction in young adults today, limited attention has been given to examining the impacts of students’ body image in their school environment. Body preoccupations, such as a fixation on appearance, food, and exercise,...
-
Objective score versus subjective satisfaction: Impact on emotions following immediate score reporting
Download2020-01-01
There are positive feedback loops between students’ grades and emotions. However, subjective appraisals, not grades, are theorized to trigger emotions. We extended previous research by comparing the effects of objective score and subjective appraisals of the score (i.e., satisfaction) on...