Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication
- Publication Type
Articles 1 - 5 of 5
Full-Text Articles in Entire DC Network
"I Second That Emotion": Minding How Plagiarism Feels, Ann E. Biswas
"I Second That Emotion": Minding How Plagiarism Feels, Ann E. Biswas
Teaching/Writing: The Journal of Writing Teacher Education
It stands to reason that when writing teachers believe their students have plagiarized, they will experience strong emotions that impact their relationships with students, their pedagogy, and their sense of professional identity. Far from being a threat to reason, understanding and acknowledging writing teachers’ emotional responses to plagiarism can lead to a deeper wisdom of its true impact. By examining the literature on emotion from psychology, sociology, education, and writing studies as well as findings from a pilot study of writing teachers’ emotional responses to plagiarism, this article argues that the work involved in managing the emotions of plagiarism reflects …
An Examination Of Impulsivity In Adolescence: Frontal Alpha Eeg Markers And Relations With Emotion Regulation, Ellie Johnston, Stuart Johnstone, Joseph Ciarrochi
An Examination Of Impulsivity In Adolescence: Frontal Alpha Eeg Markers And Relations With Emotion Regulation, Ellie Johnston, Stuart Johnstone, Joseph Ciarrochi
joseph Ciarrochi
Abstract presented at the 23rd Australasian Society for Psychophysiology Conference, 20-22 Nov 2013, Wollongong, Australia
Teaching Discomfort: Students' And Teachers' Descriptions Of Discomfort In First-Year Writing Classes, Andrew G. Anastasia
Teaching Discomfort: Students' And Teachers' Descriptions Of Discomfort In First-Year Writing Classes, Andrew G. Anastasia
Theses and Dissertations
“Teaching Discomfort: Students’ and Teachers’ Descriptions of Discomfort in First-Year Writing Classes” uses qualitative research in first-year composition classes to argue that the experiences of first-year writing students and teachers complicate composition’s paradoxical reliance upon and avoidance of psychological discomfort in composition classrooms. Students’ and teachers’ values regarding critical inquiry evince a complex link between the potential for discomfort to generate knowledge and unintended emotional consequences that are further complicated by long histories of the value of reason over emotion. Students’ perspectives, in particular, and the challenges they pose, can help the field rethink the role and value of discomfort …
The Relationship Between Expressed Emotion And Wellbeing For Families And Carers Of A Relative With Borderline Personality Disorder, Rachel C. Bailey, Brin F. S Grenyer
The Relationship Between Expressed Emotion And Wellbeing For Families And Carers Of A Relative With Borderline Personality Disorder, Rachel C. Bailey, Brin F. S Grenyer
Faculty of Social Sciences - Papers (Archive)
Background: Previous research has found that family environments high in expressed emotion, in particular emotional overinvolvement, are beneficial to the clinical outcome of patients with Borderline Personality Disorder (BPD). Aim: This study aims to investigate the relationship between expressed emotion, carer burden and carer wellbeing. Method: A total of 280 carers of a relative with BPD were administered the McLean Screening Instrument for BPD - Carer Version, The Family Questionnaire, Burden Assessment Scale and Mental Health Inventory. Results: Carers reported family environments high in expressed emotion, particularly criticism (82.9% of carers) and emotional overinvolvement (69.6%). Elevated emotional overinvolvement was correlated …
The Impact Of Performance-Based Assessment On University Esl Learners' Motivation, Kadidja Koné
The Impact Of Performance-Based Assessment On University Esl Learners' Motivation, Kadidja Koné
All Graduate Theses, Dissertations, and Other Capstone Projects
This thesis examines the impact of performance-based assessment on university ESL learners' motivation. To reach this aim, data were collected from 21 international ESL students taking an intensive oracy course for non-native speakers. Online motivation questionnaires were used in order to find out how these learners responded emotionally and motivationally to performance-based assessment, specifically an oral presentation project both before and after the project. The results revealed that the students responded positively to this type of project. However, their motivational and emotional states varied across time depending on their experience with the oral presentation, their performance, and the cohesion of …