Lavanya Sampasivam
Biographic Data
| ID | 2746159 |
|---|---|
| NAME | Lavanya Sampasivam |
| GIVEN NAMES | Lavanya |
| FAMILY NAME | Sampasivam |
| SIGNATURE | SAMPASIVAM L |
| AFFILIATIONS | McGill University Montreal Quebec Canada |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 2 |
Achievement goals and emotions
BackgroundThe link between achievement goals and achievement emotions is well established; however, research exploring potential mediators of this relationship is lacking. The control-value theory of achievement emotions (Pekrun, 2006, Educational Psychology Review, 18, 315) posits that perceptions of control and value mediate the relationship between achievement goals and achievement emotions, whereas the bidirectional theory of affect (Linnenbr…
To master or perform? Exploring relations between achievement goals and conceptual change learning
Background. Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing.Aims. To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol.Sample and Method. Seventy-three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mech…
Achievement goals and emotions
BackgroundThe link between achievement goals and achievement emotions is well established; however, research exploring potential mediators of this relationship is lacking. The control-value theory of achievement emotions (Pekrun, 2006, Educational Psychology Review, 18, 315) posits that perceptions of control and value mediate the relationship between achievement goals and achievement emotions, whereas the bidirectional theory of affect (Linnenbr…
To master or perform? Exploring relations between achievement goals and conceptual change learning
Background. Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing.Aims. To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol.Sample and Method. Seventy-three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mech…
To master or perform? Exploring relations between achievement goals and conceptual change learning
Background. Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing.Aims. To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol.Sample and Method. Seventy-three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mech…
Achievement goals and emotions
BackgroundThe link between achievement goals and achievement emotions is well established; however, research exploring potential mediators of this relationship is lacking. The control-value theory of achievement emotions (Pekrun, 2006, Educational Psychology Review, 18, 315) posits that perceptions of control and value mediate the relationship between achievement goals and achievement emotions, whereas the bidirectional theory of affect (Linnenbr…
Education, Achievement, and Giftedness (2 works) · Psychology (2 works) · Social Psychology (2 works) · Academic achievement (1 work) · Affect (linguistics) (1 work) · Anxiety (1 work) · Cognition (1 work) · Cognitive psychology (1 work) · Computer Science (1 work) · Conceptual change (1 work)