Elisabeth Vogl
Biographic Data
| ID | 3432077 |
|---|---|
| NAME | Elisabeth Vogl |
| GIVEN NAMES | Elisabeth |
| FAMILY NAME | Vogl |
| SIGNATURE | VOGL E |
| AFFILIATIONS | Ludwig-Maximilians-Universität München |
| ORCID | 0000-0002-5502-7900 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 46 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
A three-dimensional taxonomy of achievement emotions
We present a three-dimensional taxonomy of achievement emotions that considers valence, arousal, and object focus as core features of these emotions. By distinguishing between positive and negative emotions (valence), activating and deactivating emotions (arousal), and activity emotions, prospective outcome emotions, and retrospective outcome emotions (object focus), the taxonomy has a 2 × 2 × 3 structure representing 12 groups of achievement emo…
Are concepts of achievement-related emotions universal across cultures? A semantic profiling approach
Verifying that conceptualisations of emotions are consistent across languages and cultures is a critical precondition for meaningful cross-cultural research on emotional experience. For achievement-related emotions tied to successes or failures, such evidence is virtually non-existent. To address this gap, we compared Canadian, German, Colombian, and Chinese university students’ (NTotal = 126) perceptions of affective, cognitive, motivational, ph…
Surprised-curious-confused: Epistemic emotions and knowledge exploration
Some epistemic emotions, such as surprise and curiosity, have attracted increasing scientific attention, whereas others, such as confusion, have yet to receive the attention they deserve. In addition, little is known about the relations between these emotions, their joint antecedents and outcomes, and how they differ from other emotions prompted during learning and knowledge generation (e.g., achievement emotions). In 3 studies (Ns = 102, 373, 12…
Measuring emotions during epistemic activities: The Epistemically-Related Emotion Scales
Measurement instruments assessing multiple emotions during epistemic activities are largely lacking. We describe the construction and validation of the Epistemically-Related Emotion Scales, which measure surprise, curiosity, enjoyment, confusion, anxiety, frustration, and boredom occurring during epistemic cognitive activities. The instrument was tested in a multinational study of emotions during learning from conflicting texts (N = 438 universit…
Teachers’ emotions and emotion management: Integrating emotion regulation theory with emotional labor research
Surprised-curious-confused: Epistemic emotions and knowledge exploration
Some epistemic emotions, such as surprise and curiosity, have attracted increasing scientific attention, whereas others, such as confusion, have yet to receive the attention they deserve. In addition, little is known about the relations between these emotions, their joint antecedents and outcomes, and how they differ from other emotions prompted during learning and knowledge generation (e.g., achievement emotions). In 3 studies (Ns = 102, 373, 12…
A three-dimensional taxonomy of achievement emotions
We present a three-dimensional taxonomy of achievement emotions that considers valence, arousal, and object focus as core features of these emotions. By distinguishing between positive and negative emotions (valence), activating and deactivating emotions (arousal), and activity emotions, prospective outcome emotions, and retrospective outcome emotions (object focus), the taxonomy has a 2 × 2 × 3 structure representing 12 groups of achievement emo…
Teachers’ emotions and emotion management: Integrating emotion regulation theory with emotional labor research
Teachers’ emotions and emotion management: Integrating emotion regulation theory with emotional labor research
Measuring emotions during epistemic activities: The Epistemically-Related Emotion Scales
Measurement instruments assessing multiple emotions during epistemic activities are largely lacking. We describe the construction and validation of the Epistemically-Related Emotion Scales, which measure surprise, curiosity, enjoyment, confusion, anxiety, frustration, and boredom occurring during epistemic cognitive activities. The instrument was tested in a multinational study of emotions during learning from conflicting texts (N = 438 universit…
Surprised-curious-confused: Epistemic emotions and knowledge exploration
Some epistemic emotions, such as surprise and curiosity, have attracted increasing scientific attention, whereas others, such as confusion, have yet to receive the attention they deserve. In addition, little is known about the relations between these emotions, their joint antecedents and outcomes, and how they differ from other emotions prompted during learning and knowledge generation (e.g., achievement emotions). In 3 studies (Ns = 102, 373, 12…
Are concepts of achievement-related emotions universal across cultures? A semantic profiling approach
Verifying that conceptualisations of emotions are consistent across languages and cultures is a critical precondition for meaningful cross-cultural research on emotional experience. For achievement-related emotions tied to successes or failures, such evidence is virtually non-existent. To address this gap, we compared Canadian, German, Colombian, and Chinese university students’ (NTotal = 126) perceptions of affective, cognitive, motivational, ph…
A three-dimensional taxonomy of achievement emotions
We present a three-dimensional taxonomy of achievement emotions that considers valence, arousal, and object focus as core features of these emotions. By distinguishing between positive and negative emotions (valence), activating and deactivating emotions (arousal), and activity emotions, prospective outcome emotions, and retrospective outcome emotions (object focus), the taxonomy has a 2 × 2 × 3 structure representing 12 groups of achievement emo…
Cognitive psychology (4 works) · Psychology (4 works) · Social Psychology (4 works) · Boredom (2 works) · Cognition (2 works) · Developmental psychology (2 works) · Education, Achievement, and Giftedness (2 works) · Educational Strategies and Epistemologies (2 works) · German (2 works) · Psychological and Educational Research Studies (2 works)