Sentence examples for academic emotion from inspiring English sources

Finally, we demonstrate ontological descriptions of constructs of an academic emotion.

For example, when a learner's mental states are estimated as "interesting" and "comprehending," enjoyment is expected to be the academic emotion experienced.

We described a construct of boredom, an academic emotion, by using ontological descriptions of statistical models to specify the construct of academic boredom (Fig. 8).

Moreover, an object in an academic activity, on which the learner is focusing when an academic emotion occurs, would also be identified by the use of resources, including those of the LLI, in the IMS.

Therefore, this study makes a conceptualization of constructs of an academic emotion by conceptualization of statistical models such as the factor analysis model, which is often used in psychological research.

Based on the theoretical assumptions of the process model of emotion regulation and a series of four empirical studies conducted on separate samples of high-school and university students (N1 = 20, N2 = 1030, N3 = 359 and N4 = 230), by combining both qualitative and quantitative data, the Academic Emotion Regulation Questionnaire (AERQ) was designed.

However, academic emotions have not been ontologically systematized with the exception of the ontological descriptions pertaining to academic emotions (Muramatsu et al. 2013).

Academic emotions are explained by referring to the control-value theory proposed by Pekrun (2006).

Therefore, the estimation of such subjective responses by LLI resources provides useful information for interpreting academic emotions.

However, the descriptions provide insufficient detail to identify subcategories where academic emotions are observed in practical situations.

To implement the IMS, ontological descriptions about academic emotions should include both data-driven and theoretical knowledge.