Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments

Understanding emotions in technology-based learning environments (TBLEs) has become a paramount goal across different research communities, but to date, these have operated in relative isolation. Based on control-value theory (Pekrun, 2006), we reviewed 186 studies examining emotions in TBLEs that w...

Full description

Saved in:

Bibliographic Details
Published in:	Learning and instruction Vol. 70; p. 101162
Main Authors:	Loderer, Kristina, Pekrun, Reinhard, Lester, James C.
Format:	Journal Article
Language:	English
Published:	Elsevier Ltd 01.12.2020
Subjects:	Affect Control-value theory Emotions Meta-analysis Technology-based learning Affect Emotions Control-value theory Technology-based learning Meta-analysis
ISSN:	0959-4752, 1873-3263
Online Access:	Get full text
Tags:	Add Tag No Tags, Be the first to tag this record!

Abstract	Understanding emotions in technology-based learning environments (TBLEs) has become a paramount goal across different research communities, but to date, these have operated in relative isolation. Based on control-value theory (Pekrun, 2006), we reviewed 186 studies examining emotions in TBLEs that were published between 1965 and 2018. We extracted effect sizes quantifying relations between emotions (enjoyment, curiosity/interest, anxiety, anger/frustration, confusion, boredom) and their antecedents (control-value appraisals, prior knowledge, gender, TBLE characteristics) and outcomes (engagement, learning strategies, achievement). Mean effects largely supported hypotheses (e.g., positive relations between enjoyment and appraisals, achievement, and cognitive support) and remained relatively stable across moderators. These findings imply that levels of emotions differ across TBLEs, but that their functional relations with appraisals and learning are equivalent across environments. Implications for research and designing emotionally sound TBLEs are discussed. •We reviewed 186 studies on emotions in technology-based learning.•Correlations were consistent with hypotheses derived from control-value theory.•Enjoyment correlated positively with control, cognitive support, and achievement.•Anxiety correlated negatively with these variables as well as learning strategies.•Effects were largely unaffected by moderators such as type of learning environment.
AbstractList	Understanding emotions in technology-based learning environments (TBLEs) has become a paramount goal across different research communities, but to date, these have operated in relative isolation. Based on control-value theory (Pekrun, 2006), we reviewed 186 studies examining emotions in TBLEs that were published between 1965 and 2018. We extracted effect sizes quantifying relations between emotions (enjoyment, curiosity/interest, anxiety, anger/frustration, confusion, boredom) and their antecedents (control-value appraisals, prior knowledge, gender, TBLE characteristics) and outcomes (engagement, learning strategies, achievement). Mean effects largely supported hypotheses (e.g., positive relations between enjoyment and appraisals, achievement, and cognitive support) and remained relatively stable across moderators. These findings imply that levels of emotions differ across TBLEs, but that their functional relations with appraisals and learning are equivalent across environments. Implications for research and designing emotionally sound TBLEs are discussed. •We reviewed 186 studies on emotions in technology-based learning.•Correlations were consistent with hypotheses derived from control-value theory.•Enjoyment correlated positively with control, cognitive support, and achievement.•Anxiety correlated negatively with these variables as well as learning strategies.•Effects were largely unaffected by moderators such as type of learning environment.
ArticleNumber	101162
Author	Lester, James C. Loderer, Kristina Pekrun, Reinhard
Author_xml	– sequence: 1 givenname: Kristina orcidid: 0000-0002-4339-4594 surname: Loderer fullname: Loderer, Kristina email: Kristina.Loderer@psy.lmu.de organization: Department of Psychology, University of Munich, Munich, Germany – sequence: 2 givenname: Reinhard surname: Pekrun fullname: Pekrun, Reinhard organization: Department of Psychology, University of Munich, Munich, Germany – sequence: 3 givenname: James C. surname: Lester fullname: Lester, James C. organization: Department of Computer Science, North Carolina State University, Raleigh, NC, USA
BookMark	eNqNkEtLBDEQhIMouD7-Q_A-ayeZ3ZnxpK5PELzoOWSSzpplJpEkKvPvzbIexJNQ0HXo_uiqI7Lvg0dCzhjMGbDl-WY-oIre-ZTjh55zYO0cioDvkRlrG1EJvhT7ZAbdoqvqZsEPyVFKGwCo26aekXSNU_CG6jAYmlG_-TCE9XRBr2iaUsZRZadpxE-HX1SVxRGzqpRXw5RcosFTHEN2wSfq_C9A1auEhv58t6boP10MfkSf0wk5sGpIePozj8nr3e3L6qF6er5_XF09VboWkKtamLbWi5bxJbPWtGrRCNEI0_ed6YB1RlhWUhiwHJreNrYYzWve2-KgacUxudxxdQwpRbRSu6y2z-ao3CAZyG2JciN_lyi3JUooAl4QF38Q79GNKk7_O77ZHWMJWQqMMmmHXqNxEXWWJrj_YL4Bc6Kblw
CitedBy_id	crossref_primary_10_1007_s10212_023_00715_3 crossref_primary_10_1080_09639284_2024_2305216 crossref_primary_10_1016_j_learninstruc_2023_101799 crossref_primary_10_29333_ejmste_16661 crossref_primary_10_3389_fpsyg_2025_1601052 crossref_primary_10_1080_10494820_2025_2512571 crossref_primary_10_1080_02601370_2024_2369895 crossref_primary_10_1002_hbe2_257 crossref_primary_10_1007_s40299_024_00831_8 crossref_primary_10_1111_jcal_12791 crossref_primary_10_1016_j_learninstruc_2025_102089 crossref_primary_10_1016_j_compedu_2022_104495 crossref_primary_10_1007_s40593_021_00282_y crossref_primary_10_1016_j_cedpsych_2019_101790 crossref_primary_10_1007_s10639_022_11050_3 crossref_primary_10_1007_s40299_024_00959_7 crossref_primary_10_1111_bjet_13326 crossref_primary_10_1007_s11423_023_10228_x crossref_primary_10_1007_s10212_024_00937_z crossref_primary_10_1111_bjep_12448 crossref_primary_10_1177_00315125211041714 crossref_primary_10_1007_s11251_023_09639_3 crossref_primary_10_1016_j_lindif_2021_102013 crossref_primary_10_1080_00313831_2020_1788149 crossref_primary_10_1177_13621688241265211 crossref_primary_10_1177_21582440241266370 crossref_primary_10_1111_jcal_70099 crossref_primary_10_1016_j_lmot_2022_101845 crossref_primary_10_1177_10525629231206182 crossref_primary_10_1016_j_compedu_2023_104883 crossref_primary_10_3389_fpsyg_2025_1599543 crossref_primary_10_1002_tea_21765 crossref_primary_10_1007_s40692_023_00303_w crossref_primary_10_1080_19388071_2025_2515966 crossref_primary_10_37217_tebd_1620258 crossref_primary_10_1007_s44217_025_00466_x crossref_primary_10_1108_IJEM_07_2024_0379 crossref_primary_10_1007_s11858_022_01463_2 crossref_primary_10_1111_jcal_12652 crossref_primary_10_1002_sce_21707 crossref_primary_10_1111_pops_12907 crossref_primary_10_3390_educsci13030239 crossref_primary_10_1177_13621688221144497 crossref_primary_10_1145_3746460 crossref_primary_10_1007_s10956_024_10178_w crossref_primary_10_1080_03055698_2025_2511928 crossref_primary_10_1016_j_learninstruc_2025_102192 crossref_primary_10_1111_jcal_13055 crossref_primary_10_3389_fpsyg_2022_849570 crossref_primary_10_1007_s10639_024_12741_9 crossref_primary_10_3389_fpsyg_2021_675910 crossref_primary_10_1142_S0219649224500199 crossref_primary_10_3389_fpsyg_2023_1145773 crossref_primary_10_1080_10447318_2024_2371681 crossref_primary_10_1016_j_compedu_2025_105307 crossref_primary_10_1080_10508406_2021_1964506 crossref_primary_10_1007_s10639_023_12259_6 crossref_primary_10_1007_s10212_024_00796_8 crossref_primary_10_1080_00049530_2025_2500937 crossref_primary_10_1111_jcal_12987 crossref_primary_10_1186_s40594_025_00526_6 crossref_primary_10_3390_math9141672 crossref_primary_10_1016_j_compedu_2022_104695 crossref_primary_10_1080_10494820_2024_2324333 crossref_primary_10_1016_j_chb_2022_107452 crossref_primary_10_1016_j_learninstruc_2022_101626 crossref_primary_10_1080_10494820_2022_2100427 crossref_primary_10_1186_s41077_023_00258_z crossref_primary_10_5093_psed2023a2 crossref_primary_10_1108_JWL_01_2024_0018 crossref_primary_10_1007_s10639_022_11504_8 crossref_primary_10_1016_j_learninstruc_2022_101629 crossref_primary_10_1016_j_compedu_2024_105150 crossref_primary_10_1016_j_compedu_2022_104461 crossref_primary_10_1080_10494820_2023_2214180 crossref_primary_10_1007_s11423_022_10135_7 crossref_primary_10_1002_berj_4119 crossref_primary_10_1111_jcal_12728 crossref_primary_10_1002_rev3_3430 crossref_primary_10_1002_tea_21604 crossref_primary_10_3389_fpsyg_2022_1000710 crossref_primary_10_3389_feduc_2020_572546 crossref_primary_10_1111_bjet_12989 crossref_primary_10_3390_educsci15060725 crossref_primary_10_1016_j_chb_2021_106724 crossref_primary_10_1016_j_cmpb_2025_108863 crossref_primary_10_1080_1359432X_2024_2412360 crossref_primary_10_1111_ejed_70157 crossref_primary_10_3390_electronics12040855 crossref_primary_10_1016_j_lindif_2025_102726 crossref_primary_10_1016_j_tate_2024_104517 crossref_primary_10_1007_s10639_025_13363_5 crossref_primary_10_1080_02642069_2022_2101638 crossref_primary_10_1007_s11423_021_10057_w crossref_primary_10_1093_applin_amae080 crossref_primary_10_1007_s11251_023_09636_6 crossref_primary_10_1111_ejed_12871 crossref_primary_10_3389_fpsyg_2020_00022 crossref_primary_10_1007_s11858_025_01651_w crossref_primary_10_17943_etku_745236 crossref_primary_10_1016_j_cedpsych_2024_102275 crossref_primary_10_1007_s10055_022_00743_2 crossref_primary_10_1111_jcal_70028 crossref_primary_10_3390_su12187306 crossref_primary_10_1007_s11422_019_09929_8 crossref_primary_10_1007_s40299_024_00850_5 crossref_primary_10_3389_fpsyg_2022_991574 crossref_primary_10_1007_s11218_023_09858_z crossref_primary_10_1177_00368504231205985 crossref_primary_10_1111_bjet_12992 crossref_primary_10_1016_j_heliyon_2024_e41142 crossref_primary_10_1080_10494820_2022_2129391 crossref_primary_10_1111_exsy_13703 crossref_primary_10_3390_electronics13010149 crossref_primary_10_1002_jee_20600 crossref_primary_10_1007_s11031_021_09880_8 crossref_primary_10_1111_jcal_13112 crossref_primary_10_1111_ijal_12587 crossref_primary_10_1109_TAFFC_2022_3210755 crossref_primary_10_1080_01434632_2021_1968875 crossref_primary_10_1007_s11409_022_09330_x crossref_primary_10_1177_21695067231192883 crossref_primary_10_3389_fpsyg_2022_977931 crossref_primary_10_1016_j_chb_2024_108337 crossref_primary_10_1016_j_learninstruc_2024_101896 crossref_primary_10_1111_bjet_13510 crossref_primary_10_3389_feduc_2022_900440 crossref_primary_10_1016_j_caeai_2025_100367 crossref_primary_10_3389_fpsyg_2023_1294386 crossref_primary_10_3389_fpsyg_2021_602904 crossref_primary_10_1080_01443410_2025_2473447 crossref_primary_10_1177_21582440211027561 crossref_primary_10_3389_feduc_2019_00109 crossref_primary_10_1007_s10984_023_09486_6 crossref_primary_10_1016_j_nedt_2022_105268 crossref_primary_10_1080_09588221_2024_2382452 crossref_primary_10_1002_rev3_70110 crossref_primary_10_3389_fpsyg_2022_1031615 crossref_primary_10_1016_j_heliyon_2024_e35911 crossref_primary_10_1007_s10648_020_09573_7 crossref_primary_10_1080_0163853X_2021_1950450 crossref_primary_10_2478_emj_2023_0021 crossref_primary_10_1080_10494820_2022_2042313 crossref_primary_10_1111_ijal_12569 crossref_primary_10_3390_ijerph18189678 crossref_primary_10_1002_sce_21793 crossref_primary_10_1016_j_tate_2023_104407 crossref_primary_10_3390_s21237869 crossref_primary_10_1007_s40299_023_00750_0 crossref_primary_10_1080_15391523_2019_1697861 crossref_primary_10_1016_j_compedu_2025_105355 crossref_primary_10_1016_j_techfore_2022_121609 crossref_primary_10_1080_0163853X_2021_1938878 crossref_primary_10_1016_j_learninstruc_2023_101872 crossref_primary_10_1007_s10648_020_09585_3 crossref_primary_10_1111_jcal_12908 crossref_primary_10_1007_s43683_025_00199_1 crossref_primary_10_1007_s40593_021_00238_2 crossref_primary_10_1007_s11409_023_09336_z crossref_primary_10_1007_s42087_023_00371_5 crossref_primary_10_1080_10494820_2023_2179638 crossref_primary_10_1016_j_learninstruc_2020_101356 crossref_primary_10_70838_pemj_340102 crossref_primary_10_1080_10494820_2025_2484369 crossref_primary_10_1016_j_chb_2024_108385 crossref_primary_10_1111_jcal_12576 crossref_primary_10_1002_cl2_1337 crossref_primary_10_1080_03004279_2023_2290670 crossref_primary_10_1057_s41599_023_02235_3 crossref_primary_10_3389_feduc_2024_1416307 crossref_primary_10_3389_fpsyg_2021_798564 crossref_primary_10_1016_j_compedu_2025_105250 crossref_primary_10_1109_TLT_2023_3314610 crossref_primary_10_1007_s43545_022_00335_6 crossref_primary_10_1111_bjep_12367 crossref_primary_10_1007_s10648_024_09909_7 crossref_primary_10_1016_j_tate_2022_103911 crossref_primary_10_3389_fpsyg_2022_869428 crossref_primary_10_1111_bjet_13433 crossref_primary_10_1016_j_cedpsych_2024_102295 crossref_primary_10_1016_j_cedpsych_2024_102294 crossref_primary_10_1016_j_learninstruc_2023_101779 crossref_primary_10_1038_s41598_025_91236_0 crossref_primary_10_1007_s10639_024_12846_1 crossref_primary_10_1016_j_lindif_2021_102046 crossref_primary_10_1002_rrq_70045 crossref_primary_10_3389_fpsyg_2020_01067 crossref_primary_10_1080_10899995_2022_2093543 crossref_primary_10_1016_j_compedu_2023_104950 crossref_primary_10_1007_s10639_025_13482_z crossref_primary_10_1007_s10758_021_09556_9 crossref_primary_10_1007_s10639_024_12740_w crossref_primary_10_1080_0020739X_2025_2543816 crossref_primary_10_3390_educsci14080841 crossref_primary_10_1080_01443410_2022_2154317 crossref_primary_10_1007_s40692_022_00228_w crossref_primary_10_1016_j_system_2024_103259 crossref_primary_10_1108_JARHE_03_2024_0124
Cites_doi	10.1037/0022-0663.93.2.320 10.1111/j.1752-0606.2011.00248.x 10.1007/s10648-015-9301-y 10.1007/s10869-012-9279-0 10.1037/a0030160 10.1002/jrsm.1124 10.1016/j.jclinepi.2007.11.010 10.1207/s15326985ep4102_4 10.1037/a0032674 10.1016/j.iheduc.2012.04.002 10.1037/a0036006 10.1037/h0031332 10.1016/j.learninstruc.2016.05.001 10.3102/0034654313500826 10.1037/met0000011 10.1086/461388 10.3102/0034654316689136 10.1016/j.learninstruc.2012.05.003 10.1016/j.chb.2009.11.004 10.1007/BF03173468 10.1111/j.1467-8721.2008.00548.x 10.1080/13632750802027713 10.1177/1094428112452760 10.1016/j.lindif.2013.09.006 10.1037/a0037505 10.1109/T-AFFC.2013.27 10.1080/10615809708249294 10.1080/08917779108248762 10.1002/jrsm.5 10.1177/1745691617697076 10.1016/j.cedpsych.2015.06.003 10.1007/s10212-013-0188-z 10.1037/h0062855 10.1016/j.chb.2012.04.018 10.1177/0956797613486989 10.3102/00346543058001047 10.1016/j.learninstruc.2007.09.001 10.1136/bmj.d4002 10.1016/j.cedpsych.2013.08.001 10.3402/rlt.v10i1.11299 10.3102/0034654308326083 10.1080/02699931.2016.1204989 10.3402/rlt.v23.26097 10.1037/1082-989X.3.4.486 10.1111/j.2044-8279.2012.02084.x 10.2307/249008 10.1016/j.learninstruc.2005.07.014 10.1080/08886504.2000.10782294 10.1037/1082-989X.10.4.428 10.1073/pnas.0910967107 10.1016/j.iheduc.2012.03.002 10.1037/0003-066X.56.3.218 10.1016/j.cedpsych.2014.04.002 10.18637/jss.v036.i03 10.1037/mot0000014 10.1007/s40865-016-0026-5 10.1007/s10648-006-9029-9 10.1016/j.cedpsych.2009.08.002 10.1016/j.cedpsych.2010.10.002 10.1037/edu0000003 10.1007/s12528-009-9020-9 10.1111/j.1365-2729.2006.00170.x 10.1207/S15326985EP3702_4 10.1016/j.ins.2013.09.005
ContentType	Journal Article
Copyright	2018 Elsevier Ltd
Copyright_xml	– notice: 2018 Elsevier Ltd
DBID	AAYXX CITATION
DOI	10.1016/j.learninstruc.2018.08.002
DatabaseName	CrossRef
DatabaseTitle	CrossRef
DatabaseTitleList
DeliveryMethod	fulltext_linktorsrc
Discipline	Education Psychology
EISSN	1873-3263
ExternalDocumentID	10_1016_j_learninstruc_2018_08_002 S095947521730436X
GrantInformation_xml	– fundername: Learning Environments Across Disciplines (LEADS) network – fundername: Canadian Social Sciences and Humanities Research Council, [SSHRC] grantid: 895-2011-1006, 2011 funderid: http://dx.doi.org/10.13039/501100000155
GroupedDBID	--K --M .~1 07C 0R~ 1B1 1RT 1~. 1~5 29L 4.4 457 4G. 5GY 5VS 7-5 71M 8P~ 9JO AABNK AACTN AADFP AAEDT AAEDW AAFJI AAGJA AAGJQ AAGUQ AAIAV AAIKJ AAKOC AALRI AAOAW AAQFI AAQXK AAXUO ABIVO ABJNI ABMAC ABMMH ABOYX ABXDB ABYKQ ACDAQ ACGFS ACHQT ACRLP ACXNI ADBBV ADEZE ADHUB ADMUD AEBSH AEKER AFKWA AFTJW AFYLN AGHFR AGUBO AGYEJ AHHHB AIEXJ AIKHN AITUG AJBFU AJOXV AKYCK ALMA_UNASSIGNED_HOLDINGS AMFUW AMRAJ AOMHK ASPBG AVARZ AVWKF AXJTR AZFZN BKOJK BLXMC CS3 DU5 E.L EBS EFJIC EFLBG EJD EO8 EO9 EP2 EP3 FDB FEDTE FGOYB FIRID FNPLU FYGXN G-2 G-Q GBLVA HMY HVGLF HZ~ IHE J1W K-O KOM M3Y M41 MO0 N9A NCXOZ O-L O9- OAUVE OHT OKEIE OZT P-8 P-9 P2P PC. PRBVW Q38 R2- RIG ROL RPZ SCC SDF SDG SDP SES SEW SPCBC SSB SSO SSS SSY SSZ T5K TN5 ULY UQL VJK WUQ ~G- 9DU AATTM AAXKI AAYWO AAYXX ABUFD ABWVN ACLOT ACRPL ACVFH ADCNI ADMHG ADNMO ADVLN AEIPS AEUPX AFJKZ AFPUW AGQPQ AIGII AIIUN AKBMS AKRWK AKYEP ANKPU APXCP CITATION EFKBS ~HD
ID	FETCH-LOGICAL-c430t-43d84c581261ffd8a573373dbb9d9019d3f1048d0f207bf7f0f2c242bff0f0783
ISICitedReferencesCount	237
ISICitedReferencesURI	http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=000579764700003&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
ISSN	0959-4752
IngestDate	Tue Nov 18 21:24:40 EST 2025 Sat Nov 29 07:07:33 EST 2025 Fri Feb 23 02:48:04 EST 2024
IsDoiOpenAccess	false
IsOpenAccess	true
IsPeerReviewed	true
IsScholarly	true
Keywords	Affect Emotions Control-value theory Technology-based learning Meta-analysis
Language	English
LinkModel	OpenURL
MergedId	FETCHMERGED-LOGICAL-c430t-43d84c581261ffd8a573373dbb9d9019d3f1048d0f207bf7f0f2c242bff0f0783
ORCID	0000-0002-4339-4594
OpenAccessLink	https://nbn-resolving.org/urn:nbn:de:bvb:384-opus4-689198
ParticipantIDs	crossref_citationtrail_10_1016_j_learninstruc_2018_08_002 crossref_primary_10_1016_j_learninstruc_2018_08_002 elsevier_sciencedirect_doi_10_1016_j_learninstruc_2018_08_002
PublicationCentury	2000
PublicationDate	2020-12-01
PublicationDateYYYYMMDD	2020-12-01
PublicationDate_xml	– month: 12 year: 2020 text: 2020-12-01 day: 01
PublicationDecade	2020
PublicationTitle	Learning and instruction
PublicationYear	2020
Publisher	Elsevier Ltd
Publisher_xml	– name: Elsevier Ltd
References	Muis, Psaradellis, Lajoie, Di Leo, Chevrier (bib63) 2015; 42 Lazarus, Folkman (bib49) 1984 Pekrun (bib70) 2009 Tanner-Smith, Tipton, Polanin (bib109) 2016; 2 Pekrun (bib67) 1992 Friese, Frankenbach, Job, Loschelder (bib26) 2017; 12 Hedges, Vevea (bib40) 1998; 3 Artino (bib4) 2009; 21 Acee, Kim, Kim, Kim, Hsiang-Ning, Kim (bib1) 2010; 35 Coburn, Vevea (bib14) 2016 Covington (bib107) 1984; 85 Fisher, Tipton (bib22) 2015 Mandler, Sarason (bib54) 1952; 47 Pekrun, Goetz, Titz, Perry (bib72) 2002; 37 McKeachie (bib56) 1951; 45 Hedges, Tipton, Johnson (bib39) 2010; 1 Astleitner, Leutner (bib5) 2014; 32 Frenzel, Pekrun, Goetz (bib25) 2007; 17 Goetz, Lüdtke, Nett, Keller, Lipnevich (bib32) 2013; 38 Davis (bib21) 1989; 13 Moos, Marroquin (bib59) 2010; 26 Graham, Taylor (bib36) 2014 D'Mello, Graesser (bib18) 2014 Moos, Azevedo (bib58) 2009; 79 Atkinson, Feather (bib106) 1966 Marsh (bib55) 1993; Vol. 4 Zeidner (bib104) 2014 Niculescu, Tempelaar, Dailey-Hebert, Segers, Gijselaers (bib65) 2015; 3 Bieg, Goetz, Hubbard (bib10) 2013; 28 Ahmed, van der Werf, Kuyper, Minnaert (bib2) 2013; 105 Gogol, Brunner, Goetz, Martin, Ugen, Keller, Preckel (bib33) 2014; 39 Plass, Kaplan (bib78) 2016 Turner, Schallert (bib96) 2001; 93 Loderer, Pekrun, Plass (bib52) 2018 Putwain (bib80) 2008; 13 Noteborn, Bohle Carbonell, Dailey-Hebert, Gijselaers (bib66) 2012; 15 Polanin, Pigott (bib79) 2014; 6 Putwain, Sander, Larkin (bib81) 2013; 83 Fredrickson (bib23) 2001; 56 Pekrun, Hall, Goetz, Perry (bib73) 2014; 106 Gardella, Fisher, Teurbe-Tolon (bib27) 2017; 87 Zeidner (bib103) 1998 Hembree (bib41) 1988; 58 Kepes, Banks, McDaniel, Whetzel (bib45) 2012; 15 Schmidt, Hunter (bib86) 2015 Murayama, Miyatsu, Buchli, Storm (bib64) 2014; 140 Pekrun, Perry (bib74) 2014 Seipp, Schwarzer (bib89) 1996 Wigfield, Rosenzweig, Eccles (bib101) 2017 Goetz, Hall (bib30) 2013 Cohen (bib15) 1988 Ainley, Hidi (bib3) 2014 Butz, Stupnisky, Pekrun (bib12) 2015; 23 R Core Team (bib82) 2015 Pekrun (bib69) 2006; 18 Goetz, Hall (bib31) 2014 Gunn, French, McLeod, McSporran, Conole (bib37) 2002; 10 Moreno (bib61) 2012; Vol. 3 Muis, Chevrier, Singh (bib62) 2018 Ranellucci, Hall, Goetz (bib83) 2015; 1 Azevedo, Johnson, Chauncey, Burkett (bib6) 2010 Hagtvet, Benson (bib38) 1997; 10 Lajoie, Azevedo (bib48) 2006 Graesser, Chipman, King, McDaniel, D'Mello (bib34) 2007; 158 Seipp (bib88) 1991; 4 Pekrun, Vogl, Muis, Sinatra (bib76) 2017 King, Gaerlan (bib47) 2014; 29 Scammacca, Roberts, Stuebing (bib85) 2014; 84 Tze, Daniels, Klassen (bib97) 2016; 28 Beilock, Gunderson, Ramirez, Levine (bib9) 2010; 107 Lester, Spires, Nietfeld, Minogue, Mott, Lobene (bib50) 2014; 264 Cromley, Azevedo, Olson (bib16) 2005 Silvia (bib91) 2008; 17 Pekrun, Goetz, Frenzel, Barchfeld, Perry (bib71) 2011; 36 Hidi, Renninger (bib42) 2006; 41 McNamara, Jackson, Graesser (bib57) 2010 Baldwin, Christian, Berkeljon, Shadish, Bean (bib7) 2012; 38 Weiner (bib100) 2007 Tipton (bib95) 2015; 20 Stengel (bib93) 1936; 10 Zeidner, Matthews (bib105) 2005 Frenzel, Pekrun, Goetz (bib24) 2007; 22 D'Mello (bib17) 2013; 105 Graesser, D'Mello, Strain (bib35) 2014 Pekrun, Stephens (bib75) 2012 Daniels, Stupnisky (bib20) 2012; 15 Schukajlow, Rakoczy (bib87) 2016; 44 Shuman, Scherer (bib108) 2014 Pekrun (bib68) 2005; 15 D'Mello, Lehman, Pekrun, Graesser (bib19) 2014; 29 Kepes, Banks, Oh (bib46) 2014; 29 Spielberger, Vagg (bib92) 1995 Calvo, D'Mello (bib13) 2011 Gaspard, Dicke, Flunger, Schreier, Häfner, Trautwein (bib28) 2015; 107 Moreno (bib60) 2006; 22 Wine (bib102) 1971; 76 Borenstein, Hedges, Higgins, Rothstein (bib11) 2009 Sieber, O'Neil, Tobias (bib90) 1977 Beasley, Waugh (bib8) 1995; 4 Lipsey, Wilson (bib51) 2001 Peters, Sutton, Jones, Abrams, Rushton (bib77) 2008; 61 Viechtbauer (bib99) 2010; 36 Vevea, Woods (bib98) 2005; 10 Homer, Hayward, Frye, Plass (bib43) 2012; 28 Sterne, Sutton, Ioannidis, Terrin, Jones, Lau, Higgins (bib94) 2011; 343 Goetz, Bieg, Lüdtke, Pekrun, Hall (bib29) 2013; 24 Sabourin, Lester (bib84) 2014; 5 Bieg (10.1016/j.learninstruc.2018.08.002_bib10) 2013; 28 Lajoie (10.1016/j.learninstruc.2018.08.002_bib48) 2006 Schukajlow (10.1016/j.learninstruc.2018.08.002_bib87) 2016; 44 Zeidner (10.1016/j.learninstruc.2018.08.002_bib104) 2014 Gaspard (10.1016/j.learninstruc.2018.08.002_bib28) 2015; 107 Turner (10.1016/j.learninstruc.2018.08.002_bib96) 2001; 93 Stengel (10.1016/j.learninstruc.2018.08.002_bib93) 1936; 10 Pekrun (10.1016/j.learninstruc.2018.08.002_bib75) 2012 King (10.1016/j.learninstruc.2018.08.002_bib47) 2014; 29 Spielberger (10.1016/j.learninstruc.2018.08.002_bib92) 1995 Sieber (10.1016/j.learninstruc.2018.08.002_bib90) 1977 Cromley (10.1016/j.learninstruc.2018.08.002_bib16) 2005 McNamara (10.1016/j.learninstruc.2018.08.002_bib57) 2010 Ranellucci (10.1016/j.learninstruc.2018.08.002_bib83) 2015; 1 Frenzel (10.1016/j.learninstruc.2018.08.002_bib25) 2007; 17 Zeidner (10.1016/j.learninstruc.2018.08.002_bib103) 1998 Sabourin (10.1016/j.learninstruc.2018.08.002_bib84) 2014; 5 Putwain (10.1016/j.learninstruc.2018.08.002_bib80) 2008; 13 Muis (10.1016/j.learninstruc.2018.08.002_bib62) 2018 Pekrun (10.1016/j.learninstruc.2018.08.002_bib73) 2014; 106 Pekrun (10.1016/j.learninstruc.2018.08.002_bib70) 2009 Tipton (10.1016/j.learninstruc.2018.08.002_bib95) 2015; 20 Pekrun (10.1016/j.learninstruc.2018.08.002_bib68) 2005; 15 Sterne (10.1016/j.learninstruc.2018.08.002_bib94) 2011; 343 Borenstein (10.1016/j.learninstruc.2018.08.002_bib11) 2009 Gogol (10.1016/j.learninstruc.2018.08.002_bib33) 2014; 39 Homer (10.1016/j.learninstruc.2018.08.002_bib43) 2012; 28 Atkinson (10.1016/j.learninstruc.2018.08.002_bib106) 1966 Marsh (10.1016/j.learninstruc.2018.08.002_bib55) 1993; Vol. 4 Muis (10.1016/j.learninstruc.2018.08.002_bib63) 2015; 42 Hedges (10.1016/j.learninstruc.2018.08.002_bib40) 1998; 3 Pekrun (10.1016/j.learninstruc.2018.08.002_bib74) 2014 Moos (10.1016/j.learninstruc.2018.08.002_bib58) 2009; 79 McKeachie (10.1016/j.learninstruc.2018.08.002_bib56) 1951; 45 Tanner-Smith (10.1016/j.learninstruc.2018.08.002_bib109) 2016; 2 D'Mello (10.1016/j.learninstruc.2018.08.002_bib19) 2014; 29 Vevea (10.1016/j.learninstruc.2018.08.002_bib98) 2005; 10 Beilock (10.1016/j.learninstruc.2018.08.002_bib9) 2010; 107 Coburn (10.1016/j.learninstruc.2018.08.002_bib14) 2016 Goetz (10.1016/j.learninstruc.2018.08.002_bib31) 2014 Peters (10.1016/j.learninstruc.2018.08.002_bib77) 2008; 61 Hidi (10.1016/j.learninstruc.2018.08.002_bib42) 2006; 41 Schmidt (10.1016/j.learninstruc.2018.08.002_bib86) 2015 Pekrun (10.1016/j.learninstruc.2018.08.002_bib67) 1992 Cohen (10.1016/j.learninstruc.2018.08.002_bib15) 1988 Wigfield (10.1016/j.learninstruc.2018.08.002_bib101) 2017 Acee (10.1016/j.learninstruc.2018.08.002_bib1) 2010; 35 D'Mello (10.1016/j.learninstruc.2018.08.002_bib17) 2013; 105 Frenzel (10.1016/j.learninstruc.2018.08.002_bib24) 2007; 22 Mandler (10.1016/j.learninstruc.2018.08.002_bib54) 1952; 47 Daniels (10.1016/j.learninstruc.2018.08.002_bib20) 2012; 15 Friese (10.1016/j.learninstruc.2018.08.002_bib26) 2017; 12 Weiner (10.1016/j.learninstruc.2018.08.002_bib100) 2007 Goetz (10.1016/j.learninstruc.2018.08.002_bib29) 2013; 24 Kepes (10.1016/j.learninstruc.2018.08.002_bib45) 2012; 15 Pekrun (10.1016/j.learninstruc.2018.08.002_bib69) 2006; 18 Polanin (10.1016/j.learninstruc.2018.08.002_bib79) 2014; 6 Azevedo (10.1016/j.learninstruc.2018.08.002_bib6) 2010 Beasley (10.1016/j.learninstruc.2018.08.002_bib8) 1995; 4 Moreno (10.1016/j.learninstruc.2018.08.002_bib61) 2012; Vol. 3 Murayama (10.1016/j.learninstruc.2018.08.002_bib64) 2014; 140 Niculescu (10.1016/j.learninstruc.2018.08.002_bib65) 2015; 3 Davis (10.1016/j.learninstruc.2018.08.002_bib21) 1989; 13 Hedges (10.1016/j.learninstruc.2018.08.002_bib39) 2010; 1 Putwain (10.1016/j.learninstruc.2018.08.002_bib81) 2013; 83 Fisher (10.1016/j.learninstruc.2018.08.002_bib22) 2015 Kepes (10.1016/j.learninstruc.2018.08.002_bib46) 2014; 29 Butz (10.1016/j.learninstruc.2018.08.002_bib12) 2015; 23 Plass (10.1016/j.learninstruc.2018.08.002_bib78) 2016 Lazarus (10.1016/j.learninstruc.2018.08.002_bib49) 1984 Fredrickson (10.1016/j.learninstruc.2018.08.002_bib23) 2001; 56 Astleitner (10.1016/j.learninstruc.2018.08.002_bib5) 2014; 32 Graham (10.1016/j.learninstruc.2018.08.002_bib36) 2014 Noteborn (10.1016/j.learninstruc.2018.08.002_bib66) 2012; 15 Silvia (10.1016/j.learninstruc.2018.08.002_bib91) 2008; 17 Viechtbauer (10.1016/j.learninstruc.2018.08.002_bib99) 2010; 36 Graesser (10.1016/j.learninstruc.2018.08.002_bib34) 2007; 158 Pekrun (10.1016/j.learninstruc.2018.08.002_bib76) 2017 Goetz (10.1016/j.learninstruc.2018.08.002_bib30) 2013 Goetz (10.1016/j.learninstruc.2018.08.002_bib32) 2013; 38 Ahmed (10.1016/j.learninstruc.2018.08.002_bib2) 2013; 105 R Core Team (10.1016/j.learninstruc.2018.08.002_bib82) 2015 Scammacca (10.1016/j.learninstruc.2018.08.002_bib85) 2014; 84 Baldwin (10.1016/j.learninstruc.2018.08.002_bib7) 2012; 38 Wine (10.1016/j.learninstruc.2018.08.002_bib102) 1971; 76 Gunn (10.1016/j.learninstruc.2018.08.002_bib37) 2002; 10 Zeidner (10.1016/j.learninstruc.2018.08.002_bib105) 2005 Pekrun (10.1016/j.learninstruc.2018.08.002_bib71) 2011; 36 Hembree (10.1016/j.learninstruc.2018.08.002_bib41) 1988; 58 Loderer (10.1016/j.learninstruc.2018.08.002_bib52) 2018 Moreno (10.1016/j.learninstruc.2018.08.002_bib60) 2006; 22 Artino (10.1016/j.learninstruc.2018.08.002_bib4) 2009; 21 Calvo (10.1016/j.learninstruc.2018.08.002_bib13) 2011 Ainley (10.1016/j.learninstruc.2018.08.002_bib3) 2014 Covington (10.1016/j.learninstruc.2018.08.002_bib107) 1984; 85 D'Mello (10.1016/j.learninstruc.2018.08.002_bib18) 2014 Seipp (10.1016/j.learninstruc.2018.08.002_bib88) 1991; 4 Lipsey (10.1016/j.learninstruc.2018.08.002_bib51) 2001 Tze (10.1016/j.learninstruc.2018.08.002_bib97) 2016; 28 Pekrun (10.1016/j.learninstruc.2018.08.002_bib72) 2002; 37 Moos (10.1016/j.learninstruc.2018.08.002_bib59) 2010; 26 Gardella (10.1016/j.learninstruc.2018.08.002_bib27) 2017; 87 Hagtvet (10.1016/j.learninstruc.2018.08.002_bib38) 1997; 10 Shuman (10.1016/j.learninstruc.2018.08.002_bib108) 2014 Lester (10.1016/j.learninstruc.2018.08.002_bib50) 2014; 264 Seipp (10.1016/j.learninstruc.2018.08.002_bib89) 1996 Graesser (10.1016/j.learninstruc.2018.08.002_bib35) 2014
References_xml	– volume: 10 start-page: 35 year: 1997 end-page: 57 ident: bib38 article-title: The motive to avoid failure and test anxiety responses: Empirical support for integration of two research traditions publication-title: Anxiety, Stress & Coping – volume: 38 start-page: 281 year: 2012 end-page: 304 ident: bib7 article-title: The effects of family therapies for adolescent delinquency and substance abuse: A meta-analysis publication-title: Journal of Marital and Family Therapy – year: 2015 ident: bib82 article-title: R: A language and environment for statistical computing – volume: 29 start-page: 81 year: 2014 end-page: 100 ident: bib47 article-title: High self-control predicts more positive emotions, better engagement, and higher achievement in school publication-title: European Journal of Psychology of Education – year: 2001 ident: bib51 article-title: Practical meta-analysis – volume: 15 start-page: 497 year: 2005 end-page: 506 ident: bib68 article-title: Progress and open problems in educational emotion research publication-title: Learning and Instruction – volume: 107 start-page: 663 year: 2015 end-page: 677 ident: bib28 article-title: More value through greater differentiation: Gender differences in value beliefs about math publication-title: Journal of Educational Psychology – volume: 13 start-page: 141 year: 2008 end-page: 155 ident: bib80 article-title: Deconstructing test anxiety publication-title: Emotional & Behavioural Difficulties – volume: 79 start-page: 576 year: 2009 end-page: 600 ident: bib58 article-title: Learning with computer-based learning environments: A literature review of computer self-efficacy publication-title: Review of Educational Research – volume: 17 start-page: 478 year: 2007 end-page: 493 ident: bib25 article-title: Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms publication-title: Learning and Instruction – volume: 32 start-page: 497 year: 2014 end-page: 510 ident: bib5 article-title: Designing instructional technology from an emotional perspective publication-title: Journal of Research on Computing in Education – volume: 22 start-page: 497 year: 2007 end-page: 514 ident: bib24 article-title: Girls and mathematics —a “hopeless” issue? A control-value approahc to gender differences in emotions towards mathematics publication-title: European Journal of Psychology of Education – volume: 35 start-page: 17 year: 2010 end-page: 27 ident: bib1 article-title: Academic boredom in under- and overchallenging situations publication-title: Contemporary Educational Psychology – volume: 56 start-page: 218 year: 2001 end-page: 226 ident: bib23 article-title: The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions publication-title: American Psychologist – start-page: 120 year: 2014 end-page: 141 ident: bib74 article-title: Control-value theory of achievement emotions publication-title: International handbook of emotions in education – volume: 10 start-page: 428 year: 2005 end-page: 443 ident: bib98 article-title: Publication bias in research synthesis: Sensitivity analysis using a prior weight functions publication-title: Psychological Methods – volume: 106 start-page: 696 year: 2014 end-page: 710 ident: bib73 article-title: Boredom and academic achievement: Testing a model of reciprocal causation publication-title: Journal of Educational Psychology – volume: 23 start-page: 1629 year: 2015 ident: bib12 article-title: Students' emotions for achievement and technology use in synchronous hybrid graduate programmes publication-title: Research in Learning Technology – start-page: 13 year: 2014 end-page: 35 ident: bib108 article-title: Concepts and Structures of Emotions publication-title: International Handbook of Emotions in Education – start-page: 192 year: 2013 end-page: 195 ident: bib30 article-title: Emotion and achievement in the classroom publication-title: International guide to student achievement – volume: 87 start-page: 283 year: 2017 end-page: 308 ident: bib27 article-title: A systematic review and meta-analysis of cyber-victimization and educational outcomes for adolescents publication-title: Review of Educational Research – volume: 45 start-page: 153 year: 1951 end-page: 160 ident: bib56 article-title: Anxiety in the college classroom publication-title: Journal of Educational Research – start-page: 3 year: 2012 end-page: 31 ident: bib75 article-title: Academic emotions publication-title: APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors – year: 2018 ident: bib62 article-title: The role of epistemic emotions in personal epistemology and self-regulated learning. Educational Psychologist – volume: 41 start-page: 111 year: 2006 end-page: 127 ident: bib42 article-title: The four-phase model of interest development publication-title: Educational Psychologist – volume: 3 start-page: 486 year: 1998 end-page: 504 ident: bib40 article-title: Fixed and random-effects models in meta-analysis publication-title: Psychological Methods – volume: 5 start-page: 45 year: 2014 end-page: 56 ident: bib84 article-title: Affect and engagement in game-based learning environments publication-title: IEEE Transactions on Affective Computing – volume: 140 start-page: 1383 year: 2014 end-page: 1409 ident: bib64 article-title: Forgetting as a consequence of retrieval: A meta-analytic review of retrieval-induced forgetting publication-title: Psychological Bulletin – volume: 21 start-page: 146 year: 2009 end-page: 166 ident: bib4 article-title: Think, feel, act publication-title: Journal of Computing in Higher Education – volume: 105 start-page: 1082 year: 2013 end-page: 1099 ident: bib17 article-title: A selective meta-analysis on the relative incidence of discrete affective states during learning with technology publication-title: Journal of Educational Psychology – start-page: 96 year: 2014 end-page: 119 ident: bib36 article-title: An attributional approach to emotional life in the classroom publication-title: International handbook of emotions in education – volume: 76 start-page: 92 year: 1971 end-page: 104 ident: bib102 article-title: Test anxiety and the direction of attention publication-title: Psychological Bulletin – volume: 42 start-page: 172 year: 2015 end-page: 185 ident: bib63 article-title: The role of epistemic emotions in mathematics problem solving publication-title: Contemporary Educational Psychology – year: 2015 ident: bib22 article-title: robumeta: Robust variance meta-regression (R package version 1.6) – year: 1998 ident: bib103 article-title: Test anxiety. The state of the art – year: 2017 ident: bib76 article-title: Measuring emotions during epistemic activities: The epistemically-related emotion scales publication-title: Cognition & Emotion – volume: 10 start-page: 32 year: 2002 end-page: 44 ident: bib37 article-title: Gender issues in computer-supported learning publication-title: Research in Learning Technology – start-page: 44 year: 2010 end-page: 65 ident: bib57 article-title: Intelligent tutoring and games (ITaG) publication-title: Gaming for classroom-based learning: Digital role-playing as a motivator of study – volume: 39 start-page: 188 year: 2014 end-page: 205 ident: bib33 article-title: “My questionnaire is too long!” the assessments of motivational-affective constructs with three-item and single-item measures publication-title: Contemporary Educational Psychology – volume: 6 start-page: 63 year: 2014 end-page: 73 ident: bib79 article-title: The use of meta-analytic statistical significance testing publication-title: Research Synthesis Methods – year: 1977 ident: bib90 article-title: Anxiety, learning, and instruction – volume: 4 start-page: 239 year: 1995 end-page: 255 ident: bib8 article-title: Cognitive mapping architectures and hypermedia disorientation: An empirical study publication-title: Journal of Educational Multimedia and Hypermedia – volume: 24 start-page: 2079 year: 2013 end-page: 2087 ident: bib29 article-title: Do girls really experience more anxiety in mathematics? publication-title: Psychological Science – year: 2018 ident: bib52 article-title: Emotional foundations of game-based learning publication-title: Handbook of game-based learning – volume: 10 start-page: 300 year: 1936 end-page: 320 ident: bib93 article-title: Prüfungsangst und Prüfungsneurose publication-title: Zeitschrift für Psychoanalytische Pädagogik – volume: 18 start-page: 315 year: 2006 end-page: 341 ident: bib69 article-title: The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice publication-title: Educational Psychology Review – volume: 2 start-page: 85 year: 2016 end-page: 112 ident: bib109 article-title: Handling complex meta-analytic data structures using robust variance estimates: a tutorial in R publication-title: Journal of Developmental and Life-Course Criminology – start-page: 116 year: 2017 end-page: 134 ident: bib101 article-title: Achievement values: Interactions, interventions, and future directions publication-title: Handbook of competence and motivation – volume: 61 start-page: 991 year: 2008 end-page: 996 ident: bib77 article-title: Contour-enhanced meta-analysis funnel plots help distinguish publication bias from other causes of asymmetry publication-title: Journal of Clinical Epidemiology – volume: Vol. 4 start-page: 59 year: 1993 end-page: 98 ident: bib55 article-title: Academic self-concept: Theory, measurement, and research publication-title: Psychological perspectives on the self – year: 1966 ident: bib106 article-title: A theory of achievement motivation – start-page: 205 year: 2014 end-page: 227 ident: bib3 article-title: Interest and enjoyment publication-title: International handbook of emotions in education – start-page: 289 year: 2014 end-page: 310 ident: bib18 article-title: Confusion publication-title: International handbook of emotions in education – start-page: 73 year: 2007 end-page: 88 ident: bib100 article-title: Examining emotional diversity on the classroom: An attribution theorist considers the moral emotions publication-title: Emotions in education – year: 2011 ident: bib13 article-title: New perspectives on affect and learning technologies – year: 2016 ident: bib14 article-title: Package “weightr”: Estimating weight-function models for publication bias in R – year: 2015 ident: bib86 article-title: Methods of meta-analysis: Correcting error and bias in research findings – start-page: 13 year: 1996 end-page: 68 ident: bib89 article-title: Cross-cultural anxiety research: A review publication-title: Stress, anxiety, and coping academic settings – volume: 158 start-page: 569 year: 2007 end-page: 571 ident: bib34 article-title: Emotions and learning with AutoTutor publication-title: Frontiers in Artificial Intelligence and Applications – volume: 58 start-page: 47 year: 1988 end-page: 77 ident: bib41 article-title: Correlates, causes, effects, and treatment of test anxiety: A meta-analysis publication-title: Review of Educational Research – start-page: 225 year: 2010 end-page: 247 ident: bib6 article-title: Self-regulated learning with MetaTutor: Advancing the science of learning with MetaCognitive tools publication-title: New science of learning (Part II) – start-page: 311 year: 2014 end-page: 330 ident: bib31 article-title: Academic boredom publication-title: International handbook of emotions in education – volume: Vol. 3 start-page: 427 year: 2012 end-page: 449 ident: bib61 article-title: Application of technology to learning publication-title: APA educational psychology handbook – start-page: 141 year: 2005 end-page: 166 ident: bib105 article-title: Evaluative anxiety publication-title: Handbook of competence and motivation – volume: 38 start-page: 383 year: 2013 end-page: 394 ident: bib32 article-title: Characteristics of teaching and students' emotions in the classroom: Investigating differences across domains publication-title: Contemporary Educational Psychology – volume: 36 start-page: 1 year: 2010 end-page: 48 ident: bib99 article-title: Conducting meta-analyses in R with the metafor package publication-title: Journal of Statistical Software – volume: 3 start-page: 1 year: 2015 end-page: 17 ident: bib65 article-title: Exploring the antecedents of learning-related emotions and their relations with achievement outcomes publication-title: Frontline Learning Research – start-page: 473 year: 2014 end-page: 493 ident: bib35 article-title: Emotions in advanced learning technologies publication-title: International handbook of emotions in education – volume: 47 start-page: 166 year: 1952 end-page: 173 ident: bib54 article-title: A study of anxiety and learning publication-title: Journal of Abnormal and Social Psychology – volume: 83 start-page: 633 year: 2013 end-page: 650 ident: bib81 article-title: Academic self-efficacy in study-related skills and behaviours: Relations with learning-related emotions and academic success publication-title: British Journal of Educational Psychology – start-page: 3 year: 1995 end-page: 14 ident: bib92 article-title: Test anxiety: A transactional process publication-title: Test anxiety: Theory, assessment, and treatment – volume: 13 start-page: 319 year: 1989 end-page: 340 ident: bib21 article-title: Perceived usefulness, perceived ease of use, and user acceptance of information technology publication-title: MIS Quarterly – year: 2009 ident: bib11 article-title: Introduction to meta-analysis – volume: 15 start-page: 624 year: 2012 end-page: 662 ident: bib45 article-title: Publication bias in the organizational sciences publication-title: Organizational Research Methods – volume: 17 start-page: 57 year: 2008 end-page: 60 ident: bib91 article-title: Interest - the curious emotion publication-title: Current Directions in Psychological Science – volume: 1 start-page: 39 year: 2010 end-page: 65 ident: bib39 article-title: Robust variance estimation in meta-regression with dependent effect size estimates publication-title: Research Synthesis Methods – start-page: 265 year: 2014 end-page: 288 ident: bib104 article-title: Anxiety in education publication-title: International handbook of emotions in education – volume: 4 start-page: 27 year: 1991 end-page: 41 ident: bib88 article-title: Anxiety and academic performance: A meta-analysis of findings publication-title: Anxiety Research – volume: 107 start-page: 1860 year: 2010 end-page: 1863 ident: bib9 article-title: Female teachers' math anxiety affects girls' math achievement publication-title: Proceedings of the National Academy of Sciences – volume: 93 start-page: 320 year: 2001 end-page: 329 ident: bib96 article-title: Expectancy-value relationships of shame reactions and shame resiliency publication-title: Journal of Educational Psychology – volume: 15 start-page: 222 year: 2012 end-page: 226 ident: bib20 article-title: Not that different in theory: Discussing the control-value theory of emotions in online learning environments publication-title: Internet and Higher Education – volume: 22 start-page: 149 year: 2006 end-page: 158 ident: bib60 article-title: Does the modality principle hold for different media? A test of the method-affects-learning hypothesis publication-title: Journal of Computer Assisted Learning – volume: 44 start-page: 117 year: 2016 end-page: 127 ident: bib87 article-title: The power of emotions: Can enjoyment and boredom explain the impact of individual preconditions and teaching methods on interest and performance in mathematics? publication-title: Learning and Instruction – volume: 84 start-page: 328 year: 2014 end-page: 364 ident: bib85 article-title: Meta-analysis with complex research designs: Dealing with dependence from multiple measures and multiple group comparisons publication-title: Review of Educational Research – volume: 85 start-page: 4 year: 1984 end-page: 20 ident: bib107 article-title: The self-worth theory of achievement motivation: Findings and implications publication-title: The Elementary School Journal – start-page: 97 year: 2009 end-page: 115 ident: bib70 article-title: Global and local perspectives on human affect: Implications of the control-value theory of achievement emotions publication-title: Contemporary motivation research: From global to local perspectives – volume: 12 start-page: 1077 year: 2017 end-page: 1099 ident: bib26 article-title: Does self-control training improve self-control? A meta-analysis publication-title: Perspectives on Psychological Science – volume: 28 start-page: 1782 year: 2012 end-page: 1789 ident: bib43 article-title: Gender and player characteristics in video game play of preadolescents publication-title: Computers in Human Behavior – year: 1984 ident: bib49 article-title: Stress, appraisal, and coping – start-page: 184 year: 2005 end-page: 191 ident: bib16 article-title: Self-regulation of learning with multiple representations in hypermedia publication-title: Artificial intelligence in education – volume: 343 start-page: d4002 year: 2011 ident: bib94 article-title: Recommendations for examining and interpreting funnel plot asymmetry in meta-analyses of randomised controlled trials publication-title: British Medical Journal – volume: 29 start-page: 183 year: 2014 end-page: 203 ident: bib46 article-title: Avoiding bias in publication bias research: The value of “null” findings publication-title: Journal of Business and Psychology – volume: 36 start-page: 36 year: 2011 end-page: 48 ident: bib71 article-title: Measuring emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ) publication-title: Contemporary Educational Psychology – volume: 28 start-page: 119 year: 2016 end-page: 144 ident: bib97 article-title: Evaluating the relationship between boredom and academic outcomes: A meta-analysis publication-title: Educational Psychology Review – volume: 15 start-page: 176 year: 2012 end-page: 183 ident: bib66 article-title: The role of emotions and task significance in Virtual Education publication-title: The Internet and Higher Education – volume: 37 start-page: 91 year: 2002 end-page: 105 ident: bib72 article-title: Academic emotions in students' self-regulated learning and achievement publication-title: Educational Psychologist – volume: 264 start-page: 4 year: 2014 end-page: 18 ident: bib50 article-title: Designing game-based learning environments for elementary science education: A narrative-centered learning perspective publication-title: Information Sciences – volume: 26 start-page: 265 year: 2010 end-page: 276 ident: bib59 article-title: Multimedia, hypermedia, and hypertext: Motivation considered and reconsidered publication-title: Computers in Human Behavior – volume: 28 start-page: 102 year: 2013 end-page: 108 ident: bib10 article-title: Can I master it and does it matter? An intraindividual analysis on control–value antecedents of trait and state academic emotions publication-title: Learning and Individual Differences – start-page: 131 year: 2016 end-page: 161 ident: bib78 article-title: Emotional design in digital media for learning publication-title: Emotions, technology, and learning – volume: 105 start-page: 150 year: 2013 end-page: 161 ident: bib2 article-title: Emotions, self-regulated learning, and achievement in mathematics: A growth-curve analysis publication-title: Journal of Educational Psychology – volume: 29 start-page: 153 year: 2014 end-page: 170 ident: bib19 article-title: Confusion can be beneficial for learning publication-title: Learning and Instruction – volume: 1 start-page: 98 year: 2015 end-page: 120 ident: bib83 article-title: Achievement goals, emotions, learning, and performance: A process model publication-title: Motivation Science – volume: 20 start-page: 375 year: 2015 end-page: 393 ident: bib95 article-title: Small sample adjustments for robust variance estimation with meta-regression publication-title: Psychological Methods – year: 1988 ident: bib15 article-title: Statistical power analysis for the behavioral sciences – start-page: 803 year: 2006 end-page: 821 ident: bib48 article-title: Teaching and learning in technology-rich environments publication-title: Handbook of educational psychology – start-page: 23 year: 1992 end-page: 41 ident: bib67 article-title: Expectancy-value theory of anxiety: Overview and implications publication-title: Anxiety: Recent developments in self-appraisal, psychophysiological and health research – start-page: 803 year: 2006 ident: 10.1016/j.learninstruc.2018.08.002_bib48 article-title: Teaching and learning in technology-rich environments – volume: 93 start-page: 320 year: 2001 ident: 10.1016/j.learninstruc.2018.08.002_bib96 article-title: Expectancy-value relationships of shame reactions and shame resiliency publication-title: Journal of Educational Psychology doi: 10.1037/0022-0663.93.2.320 – year: 2015 ident: 10.1016/j.learninstruc.2018.08.002_bib86 – volume: 38 start-page: 281 year: 2012 ident: 10.1016/j.learninstruc.2018.08.002_bib7 article-title: The effects of family therapies for adolescent delinquency and substance abuse: A meta-analysis publication-title: Journal of Marital and Family Therapy doi: 10.1111/j.1752-0606.2011.00248.x – volume: 28 start-page: 119 year: 2016 ident: 10.1016/j.learninstruc.2018.08.002_bib97 article-title: Evaluating the relationship between boredom and academic outcomes: A meta-analysis publication-title: Educational Psychology Review doi: 10.1007/s10648-015-9301-y – volume: 29 start-page: 183 year: 2014 ident: 10.1016/j.learninstruc.2018.08.002_bib46 article-title: Avoiding bias in publication bias research: The value of “null” findings publication-title: Journal of Business and Psychology doi: 10.1007/s10869-012-9279-0 – volume: 3 start-page: 1 year: 2015 ident: 10.1016/j.learninstruc.2018.08.002_bib65 article-title: Exploring the antecedents of learning-related emotions and their relations with achievement outcomes publication-title: Frontline Learning Research – volume: 105 start-page: 150 year: 2013 ident: 10.1016/j.learninstruc.2018.08.002_bib2 article-title: Emotions, self-regulated learning, and achievement in mathematics: A growth-curve analysis publication-title: Journal of Educational Psychology doi: 10.1037/a0030160 – start-page: 289 year: 2014 ident: 10.1016/j.learninstruc.2018.08.002_bib18 article-title: Confusion – volume: 6 start-page: 63 year: 2014 ident: 10.1016/j.learninstruc.2018.08.002_bib79 article-title: The use of meta-analytic statistical significance testing publication-title: Research Synthesis Methods doi: 10.1002/jrsm.1124 – volume: 10 start-page: 300 year: 1936 ident: 10.1016/j.learninstruc.2018.08.002_bib93 article-title: Prüfungsangst und Prüfungsneurose publication-title: Zeitschrift für Psychoanalytische Pädagogik – volume: 61 start-page: 991 year: 2008 ident: 10.1016/j.learninstruc.2018.08.002_bib77 article-title: Contour-enhanced meta-analysis funnel plots help distinguish publication bias from other causes of asymmetry publication-title: Journal of Clinical Epidemiology doi: 10.1016/j.jclinepi.2007.11.010 – volume: 41 start-page: 111 year: 2006 ident: 10.1016/j.learninstruc.2018.08.002_bib42 article-title: The four-phase model of interest development publication-title: Educational Psychologist doi: 10.1207/s15326985ep4102_4 – volume: 105 start-page: 1082 year: 2013 ident: 10.1016/j.learninstruc.2018.08.002_bib17 article-title: A selective meta-analysis on the relative incidence of discrete affective states during learning with technology publication-title: Journal of Educational Psychology doi: 10.1037/a0032674 – volume: 15 start-page: 222 year: 2012 ident: 10.1016/j.learninstruc.2018.08.002_bib20 article-title: Not that different in theory: Discussing the control-value theory of emotions in online learning environments publication-title: Internet and Higher Education doi: 10.1016/j.iheduc.2012.04.002 – volume: 106 start-page: 696 year: 2014 ident: 10.1016/j.learninstruc.2018.08.002_bib73 article-title: Boredom and academic achievement: Testing a model of reciprocal causation publication-title: Journal of Educational Psychology doi: 10.1037/a0036006 – volume: 76 start-page: 92 year: 1971 ident: 10.1016/j.learninstruc.2018.08.002_bib102 article-title: Test anxiety and the direction of attention publication-title: Psychological Bulletin doi: 10.1037/h0031332 – year: 2001 ident: 10.1016/j.learninstruc.2018.08.002_bib51 – start-page: 265 year: 2014 ident: 10.1016/j.learninstruc.2018.08.002_bib104 article-title: Anxiety in education – volume: 44 start-page: 117 year: 2016 ident: 10.1016/j.learninstruc.2018.08.002_bib87 article-title: The power of emotions: Can enjoyment and boredom explain the impact of individual preconditions and teaching methods on interest and performance in mathematics? publication-title: Learning and Instruction doi: 10.1016/j.learninstruc.2016.05.001 – volume: 84 start-page: 328 year: 2014 ident: 10.1016/j.learninstruc.2018.08.002_bib85 article-title: Meta-analysis with complex research designs: Dealing with dependence from multiple measures and multiple group comparisons publication-title: Review of Educational Research doi: 10.3102/0034654313500826 – volume: 20 start-page: 375 year: 2015 ident: 10.1016/j.learninstruc.2018.08.002_bib95 article-title: Small sample adjustments for robust variance estimation with meta-regression publication-title: Psychological Methods doi: 10.1037/met0000011 – volume: 85 start-page: 4 year: 1984 ident: 10.1016/j.learninstruc.2018.08.002_bib107 article-title: The self-worth theory of achievement motivation: Findings and implications publication-title: The Elementary School Journal doi: 10.1086/461388 – start-page: 44 year: 2010 ident: 10.1016/j.learninstruc.2018.08.002_bib57 article-title: Intelligent tutoring and games (ITaG) – volume: 87 start-page: 283 year: 2017 ident: 10.1016/j.learninstruc.2018.08.002_bib27 article-title: A systematic review and meta-analysis of cyber-victimization and educational outcomes for adolescents publication-title: Review of Educational Research doi: 10.3102/0034654316689136 – volume: 29 start-page: 153 year: 2014 ident: 10.1016/j.learninstruc.2018.08.002_bib19 article-title: Confusion can be beneficial for learning publication-title: Learning and Instruction doi: 10.1016/j.learninstruc.2012.05.003 – volume: 26 start-page: 265 year: 2010 ident: 10.1016/j.learninstruc.2018.08.002_bib59 article-title: Multimedia, hypermedia, and hypertext: Motivation considered and reconsidered publication-title: Computers in Human Behavior doi: 10.1016/j.chb.2009.11.004 – volume: 22 start-page: 497 year: 2007 ident: 10.1016/j.learninstruc.2018.08.002_bib24 article-title: Girls and mathematics —a “hopeless” issue? A control-value approahc to gender differences in emotions towards mathematics publication-title: European Journal of Psychology of Education doi: 10.1007/BF03173468 – year: 2015 ident: 10.1016/j.learninstruc.2018.08.002_bib82 – volume: 17 start-page: 57 issue: 1 year: 2008 ident: 10.1016/j.learninstruc.2018.08.002_bib91 article-title: Interest - the curious emotion publication-title: Current Directions in Psychological Science doi: 10.1111/j.1467-8721.2008.00548.x – start-page: 96 year: 2014 ident: 10.1016/j.learninstruc.2018.08.002_bib36 article-title: An attributional approach to emotional life in the classroom – start-page: 311 year: 2014 ident: 10.1016/j.learninstruc.2018.08.002_bib31 article-title: Academic boredom – start-page: 97 year: 2009 ident: 10.1016/j.learninstruc.2018.08.002_bib70 article-title: Global and local perspectives on human affect: Implications of the control-value theory of achievement emotions – volume: 13 start-page: 141 year: 2008 ident: 10.1016/j.learninstruc.2018.08.002_bib80 article-title: Deconstructing test anxiety publication-title: Emotional & Behavioural Difficulties doi: 10.1080/13632750802027713 – volume: 15 start-page: 624 year: 2012 ident: 10.1016/j.learninstruc.2018.08.002_bib45 article-title: Publication bias in the organizational sciences publication-title: Organizational Research Methods doi: 10.1177/1094428112452760 – volume: 28 start-page: 102 year: 2013 ident: 10.1016/j.learninstruc.2018.08.002_bib10 article-title: Can I master it and does it matter? An intraindividual analysis on control–value antecedents of trait and state academic emotions publication-title: Learning and Individual Differences doi: 10.1016/j.lindif.2013.09.006 – volume: 140 start-page: 1383 year: 2014 ident: 10.1016/j.learninstruc.2018.08.002_bib64 article-title: Forgetting as a consequence of retrieval: A meta-analytic review of retrieval-induced forgetting publication-title: Psychological Bulletin doi: 10.1037/a0037505 – volume: 5 start-page: 45 year: 2014 ident: 10.1016/j.learninstruc.2018.08.002_bib84 article-title: Affect and engagement in game-based learning environments publication-title: IEEE Transactions on Affective Computing doi: 10.1109/T-AFFC.2013.27 – year: 2018 ident: 10.1016/j.learninstruc.2018.08.002_bib52 article-title: Emotional foundations of game-based learning – year: 1977 ident: 10.1016/j.learninstruc.2018.08.002_bib90 – volume: 10 start-page: 35 year: 1997 ident: 10.1016/j.learninstruc.2018.08.002_bib38 article-title: The motive to avoid failure and test anxiety responses: Empirical support for integration of two research traditions publication-title: Anxiety, Stress & Coping doi: 10.1080/10615809708249294 – volume: 4 start-page: 27 year: 1991 ident: 10.1016/j.learninstruc.2018.08.002_bib88 article-title: Anxiety and academic performance: A meta-analysis of findings publication-title: Anxiety Research doi: 10.1080/08917779108248762 – volume: 1 start-page: 39 year: 2010 ident: 10.1016/j.learninstruc.2018.08.002_bib39 article-title: Robust variance estimation in meta-regression with dependent effect size estimates publication-title: Research Synthesis Methods doi: 10.1002/jrsm.5 – volume: 12 start-page: 1077 year: 2017 ident: 10.1016/j.learninstruc.2018.08.002_bib26 article-title: Does self-control training improve self-control? A meta-analysis publication-title: Perspectives on Psychological Science doi: 10.1177/1745691617697076 – volume: 42 start-page: 172 year: 2015 ident: 10.1016/j.learninstruc.2018.08.002_bib63 article-title: The role of epistemic emotions in mathematics problem solving publication-title: Contemporary Educational Psychology doi: 10.1016/j.cedpsych.2015.06.003 – volume: 29 start-page: 81 year: 2014 ident: 10.1016/j.learninstruc.2018.08.002_bib47 article-title: High self-control predicts more positive emotions, better engagement, and higher achievement in school publication-title: European Journal of Psychology of Education doi: 10.1007/s10212-013-0188-z – volume: 47 start-page: 166 year: 1952 ident: 10.1016/j.learninstruc.2018.08.002_bib54 article-title: A study of anxiety and learning publication-title: Journal of Abnormal and Social Psychology doi: 10.1037/h0062855 – volume: 28 start-page: 1782 year: 2012 ident: 10.1016/j.learninstruc.2018.08.002_bib43 article-title: Gender and player characteristics in video game play of preadolescents publication-title: Computers in Human Behavior doi: 10.1016/j.chb.2012.04.018 – volume: 24 start-page: 2079 year: 2013 ident: 10.1016/j.learninstruc.2018.08.002_bib29 article-title: Do girls really experience more anxiety in mathematics? publication-title: Psychological Science doi: 10.1177/0956797613486989 – year: 2016 ident: 10.1016/j.learninstruc.2018.08.002_bib14 – volume: 58 start-page: 47 year: 1988 ident: 10.1016/j.learninstruc.2018.08.002_bib41 article-title: Correlates, causes, effects, and treatment of test anxiety: A meta-analysis publication-title: Review of Educational Research doi: 10.3102/00346543058001047 – volume: 17 start-page: 478 year: 2007 ident: 10.1016/j.learninstruc.2018.08.002_bib25 article-title: Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms publication-title: Learning and Instruction doi: 10.1016/j.learninstruc.2007.09.001 – year: 1966 ident: 10.1016/j.learninstruc.2018.08.002_bib106 – year: 1998 ident: 10.1016/j.learninstruc.2018.08.002_bib103 – volume: 343 start-page: d4002 year: 2011 ident: 10.1016/j.learninstruc.2018.08.002_bib94 article-title: Recommendations for examining and interpreting funnel plot asymmetry in meta-analyses of randomised controlled trials publication-title: British Medical Journal doi: 10.1136/bmj.d4002 – volume: 38 start-page: 383 year: 2013 ident: 10.1016/j.learninstruc.2018.08.002_bib32 article-title: Characteristics of teaching and students' emotions in the classroom: Investigating differences across domains publication-title: Contemporary Educational Psychology doi: 10.1016/j.cedpsych.2013.08.001 – year: 2015 ident: 10.1016/j.learninstruc.2018.08.002_bib22 – start-page: 192 year: 2013 ident: 10.1016/j.learninstruc.2018.08.002_bib30 article-title: Emotion and achievement in the classroom – volume: 10 start-page: 32 year: 2002 ident: 10.1016/j.learninstruc.2018.08.002_bib37 article-title: Gender issues in computer-supported learning publication-title: Research in Learning Technology doi: 10.3402/rlt.v10i1.11299 – start-page: 116 year: 2017 ident: 10.1016/j.learninstruc.2018.08.002_bib101 article-title: Achievement values: Interactions, interventions, and future directions – volume: 45 start-page: 153 year: 1951 ident: 10.1016/j.learninstruc.2018.08.002_bib56 article-title: Anxiety in the college classroom publication-title: Journal of Educational Research – start-page: 473 year: 2014 ident: 10.1016/j.learninstruc.2018.08.002_bib35 article-title: Emotions in advanced learning technologies – start-page: 23 year: 1992 ident: 10.1016/j.learninstruc.2018.08.002_bib67 article-title: Expectancy-value theory of anxiety: Overview and implications – start-page: 131 year: 2016 ident: 10.1016/j.learninstruc.2018.08.002_bib78 article-title: Emotional design in digital media for learning – start-page: 141 year: 2005 ident: 10.1016/j.learninstruc.2018.08.002_bib105 article-title: Evaluative anxiety – volume: 79 start-page: 576 year: 2009 ident: 10.1016/j.learninstruc.2018.08.002_bib58 article-title: Learning with computer-based learning environments: A literature review of computer self-efficacy publication-title: Review of Educational Research doi: 10.3102/0034654308326083 – year: 2017 ident: 10.1016/j.learninstruc.2018.08.002_bib76 article-title: Measuring emotions during epistemic activities: The epistemically-related emotion scales publication-title: Cognition & Emotion doi: 10.1080/02699931.2016.1204989 – volume: 23 start-page: 1629 year: 2015 ident: 10.1016/j.learninstruc.2018.08.002_bib12 article-title: Students' emotions for achievement and technology use in synchronous hybrid graduate programmes publication-title: Research in Learning Technology doi: 10.3402/rlt.v23.26097 – year: 1988 ident: 10.1016/j.learninstruc.2018.08.002_bib15 – volume: 3 start-page: 486 issue: 4 year: 1998 ident: 10.1016/j.learninstruc.2018.08.002_bib40 article-title: Fixed and random-effects models in meta-analysis publication-title: Psychological Methods doi: 10.1037/1082-989X.3.4.486 – start-page: 184 year: 2005 ident: 10.1016/j.learninstruc.2018.08.002_bib16 article-title: Self-regulation of learning with multiple representations in hypermedia – volume: 83 start-page: 633 year: 2013 ident: 10.1016/j.learninstruc.2018.08.002_bib81 article-title: Academic self-efficacy in study-related skills and behaviours: Relations with learning-related emotions and academic success publication-title: British Journal of Educational Psychology doi: 10.1111/j.2044-8279.2012.02084.x – year: 2011 ident: 10.1016/j.learninstruc.2018.08.002_bib13 – volume: 13 start-page: 319 year: 1989 ident: 10.1016/j.learninstruc.2018.08.002_bib21 article-title: Perceived usefulness, perceived ease of use, and user acceptance of information technology publication-title: MIS Quarterly doi: 10.2307/249008 – volume: 15 start-page: 497 year: 2005 ident: 10.1016/j.learninstruc.2018.08.002_bib68 article-title: Progress and open problems in educational emotion research publication-title: Learning and Instruction doi: 10.1016/j.learninstruc.2005.07.014 – start-page: 225 year: 2010 ident: 10.1016/j.learninstruc.2018.08.002_bib6 article-title: Self-regulated learning with MetaTutor: Advancing the science of learning with MetaCognitive tools – volume: 32 start-page: 497 year: 2014 ident: 10.1016/j.learninstruc.2018.08.002_bib5 article-title: Designing instructional technology from an emotional perspective publication-title: Journal of Research on Computing in Education doi: 10.1080/08886504.2000.10782294 – year: 2009 ident: 10.1016/j.learninstruc.2018.08.002_bib11 – volume: 10 start-page: 428 year: 2005 ident: 10.1016/j.learninstruc.2018.08.002_bib98 article-title: Publication bias in research synthesis: Sensitivity analysis using a prior weight functions publication-title: Psychological Methods doi: 10.1037/1082-989X.10.4.428 – start-page: 3 year: 2012 ident: 10.1016/j.learninstruc.2018.08.002_bib75 article-title: Academic emotions – start-page: 13 year: 2014 ident: 10.1016/j.learninstruc.2018.08.002_bib108 article-title: Concepts and Structures of Emotions – volume: 107 start-page: 1860 year: 2010 ident: 10.1016/j.learninstruc.2018.08.002_bib9 article-title: Female teachers' math anxiety affects girls' math achievement publication-title: Proceedings of the National Academy of Sciences doi: 10.1073/pnas.0910967107 – volume: 15 start-page: 176 year: 2012 ident: 10.1016/j.learninstruc.2018.08.002_bib66 article-title: The role of emotions and task significance in Virtual Education publication-title: The Internet and Higher Education doi: 10.1016/j.iheduc.2012.03.002 – start-page: 120 year: 2014 ident: 10.1016/j.learninstruc.2018.08.002_bib74 article-title: Control-value theory of achievement emotions – volume: 56 start-page: 218 year: 2001 ident: 10.1016/j.learninstruc.2018.08.002_bib23 article-title: The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions publication-title: American Psychologist doi: 10.1037/0003-066X.56.3.218 – volume: 39 start-page: 188 year: 2014 ident: 10.1016/j.learninstruc.2018.08.002_bib33 article-title: “My questionnaire is too long!” the assessments of motivational-affective constructs with three-item and single-item measures publication-title: Contemporary Educational Psychology doi: 10.1016/j.cedpsych.2014.04.002 – start-page: 205 year: 2014 ident: 10.1016/j.learninstruc.2018.08.002_bib3 article-title: Interest and enjoyment – volume: 36 start-page: 1 issue: 3 year: 2010 ident: 10.1016/j.learninstruc.2018.08.002_bib99 article-title: Conducting meta-analyses in R with the metafor package publication-title: Journal of Statistical Software doi: 10.18637/jss.v036.i03 – year: 2018 ident: 10.1016/j.learninstruc.2018.08.002_bib62 – year: 1984 ident: 10.1016/j.learninstruc.2018.08.002_bib49 – start-page: 13 year: 1996 ident: 10.1016/j.learninstruc.2018.08.002_bib89 article-title: Cross-cultural anxiety research: A review – volume: 1 start-page: 98 year: 2015 ident: 10.1016/j.learninstruc.2018.08.002_bib83 article-title: Achievement goals, emotions, learning, and performance: A process model publication-title: Motivation Science doi: 10.1037/mot0000014 – volume: 2 start-page: 85 year: 2016 ident: 10.1016/j.learninstruc.2018.08.002_bib109 article-title: Handling complex meta-analytic data structures using robust variance estimates: a tutorial in R publication-title: Journal of Developmental and Life-Course Criminology doi: 10.1007/s40865-016-0026-5 – volume: 18 start-page: 315 year: 2006 ident: 10.1016/j.learninstruc.2018.08.002_bib69 article-title: The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice publication-title: Educational Psychology Review doi: 10.1007/s10648-006-9029-9 – volume: 35 start-page: 17 year: 2010 ident: 10.1016/j.learninstruc.2018.08.002_bib1 article-title: Academic boredom in under- and overchallenging situations publication-title: Contemporary Educational Psychology doi: 10.1016/j.cedpsych.2009.08.002 – volume: 36 start-page: 36 year: 2011 ident: 10.1016/j.learninstruc.2018.08.002_bib71 article-title: Measuring emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ) publication-title: Contemporary Educational Psychology doi: 10.1016/j.cedpsych.2010.10.002 – volume: 107 start-page: 663 year: 2015 ident: 10.1016/j.learninstruc.2018.08.002_bib28 article-title: More value through greater differentiation: Gender differences in value beliefs about math publication-title: Journal of Educational Psychology doi: 10.1037/edu0000003 – start-page: 3 year: 1995 ident: 10.1016/j.learninstruc.2018.08.002_bib92 article-title: Test anxiety: A transactional process – volume: 21 start-page: 146 year: 2009 ident: 10.1016/j.learninstruc.2018.08.002_bib4 article-title: Think, feel, act publication-title: Journal of Computing in Higher Education doi: 10.1007/s12528-009-9020-9 – volume: 4 start-page: 239 year: 1995 ident: 10.1016/j.learninstruc.2018.08.002_bib8 article-title: Cognitive mapping architectures and hypermedia disorientation: An empirical study publication-title: Journal of Educational Multimedia and Hypermedia – volume: 158 start-page: 569 year: 2007 ident: 10.1016/j.learninstruc.2018.08.002_bib34 article-title: Emotions and learning with AutoTutor publication-title: Frontiers in Artificial Intelligence and Applications – volume: 22 start-page: 149 year: 2006 ident: 10.1016/j.learninstruc.2018.08.002_bib60 article-title: Does the modality principle hold for different media? A test of the method-affects-learning hypothesis publication-title: Journal of Computer Assisted Learning doi: 10.1111/j.1365-2729.2006.00170.x – start-page: 73 year: 2007 ident: 10.1016/j.learninstruc.2018.08.002_bib100 article-title: Examining emotional diversity on the classroom: An attribution theorist considers the moral emotions – volume: Vol. 4 start-page: 59 year: 1993 ident: 10.1016/j.learninstruc.2018.08.002_bib55 article-title: Academic self-concept: Theory, measurement, and research – volume: 37 start-page: 91 year: 2002 ident: 10.1016/j.learninstruc.2018.08.002_bib72 article-title: Academic emotions in students' self-regulated learning and achievement publication-title: Educational Psychologist doi: 10.1207/S15326985EP3702_4 – volume: 264 start-page: 4 year: 2014 ident: 10.1016/j.learninstruc.2018.08.002_bib50 article-title: Designing game-based learning environments for elementary science education: A narrative-centered learning perspective publication-title: Information Sciences doi: 10.1016/j.ins.2013.09.005 – volume: Vol. 3 start-page: 427 year: 2012 ident: 10.1016/j.learninstruc.2018.08.002_bib61 article-title: Application of technology to learning
SSID	ssj0004874
Score	2.6719973
Snippet	Understanding emotions in technology-based learning environments (TBLEs) has become a paramount goal across different research communities, but to date, these...
SourceID	crossref elsevier
SourceType	Enrichment Source Index Database Publisher
StartPage	101162
SubjectTerms	Affect Control-value theory Emotions Meta-analysis Technology-based learning
Title	Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments
URI	https://dx.doi.org/10.1016/j.learninstruc.2018.08.002
Volume	70
WOSCitedRecordID	wos000579764700003&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
hasFullText	1
inHoldings	1
isFullTextHit
isPrint
journalDatabaseRights	– providerCode: PRVESC databaseName: Elsevier SD Freedom Collection Journals 2021 customDbUrl: eissn: 1873-3263 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0004874 issn: 0959-4752 databaseCode: AIEXJ dateStart: 19960101 isFulltext: true titleUrlDefault: https://www.sciencedirect.com providerName: Elsevier
link	http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwtV3NS8MwFA9DPXgRP_GbHLyNjrZpbSN4GKKoDPEwZbeSJq3Mj2zMKfp3-A_70iRtNxSn4KWEbkmXvV_fe0l-7z2EDlzOwSqy1KEc3qaAZ6HDmBc61CUkDynjXhELc9uJrq7iXo9eNxofNhbm9TGSMn57o8N_FTXcA2Gr0NlfiLscFG5AG4QOVxA7XGcSvIlJAQGL5rjcONcR6NN5mzUd-CkbM4eV2UlkM9O1fQqqbDWEoyyesHUm7iZi5Oo-bsd-QSd2KjPUltwfVX7NcDkKFSNZpaAfRi96VyDrSxvxrwlDtoRIwettnrTq-xV-nftRbTwGUTihg3XxEKNEPXU45H-p3_VWw33LTLWYgeLnxS3Nia2smj3JnzJ2JQXRstvuk_pYiRorUYU5VYLSeT8KKajK-fbFae-yCreNdXJvOxGby7agDX73y772e2q-THcZLZlFCG5r8KygRiZXVf1uw_VZRYulXXxfQ88aUVghCldwOMJtXOEJazxhkDmewBMeSGzxhPsST-MJWzzhOp7W0c3Zaffk3DG1OhweEHfsBETEAQ_BXTz08lzETOXZjIhIUyrA5aSC5LDwj4Wb-26U5lEODQ7uYZpDSx0lb6A5OZDZJsJ-EBLuZbBSSBm4WB4TPHBFqmp3cB6SaAtR-08m3CSyV_VUHpOfZbqFSNl3qNO5zNTr2AosMY6pdjgTwOUM_bf_9NQdtFi9P7toDj7P9tACfx33n0f7BpSfS_q-6g
linkProvider	Elsevier
openUrl	ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Beyond+cold+technology%3A+A+systematic+review+and+meta-analysis+on+emotions+in+technology-based+learning+environments&rft.jtitle=Learning+and+instruction&rft.au=Loderer%2C+Kristina&rft.au=Pekrun%2C+Reinhard&rft.au=Lester%2C+James+C.&rft.date=2020-12-01&rft.issn=0959-4752&rft.volume=70&rft.spage=101162&rft_id=info:doi/10.1016%2Fj.learninstruc.2018.08.002&rft.externalDBID=n%2Fa&rft.externalDocID=10_1016_j_learninstruc_2018_08_002
thumbnail_l	http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0959-4752&client=summon
thumbnail_m	http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0959-4752&client=summon
thumbnail_s	http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0959-4752&client=summon