Sentence examples for control appraisal from inspiring English sources

Appraisers Pressured Before real estate prices went out of control, appraisal work was straightforward.

On the other hand, the main effect of the control appraisal only occurred at the level of measurement points.

The control appraisal on the other hand is only significantly related with boredom at the level of measurement points within lessons.

Subjective value such as interest in subject matter is an important predictor of boredom, especially when being stable over time and interacting with the control appraisal in situ.

We found significant negative correlations of students' boredom with the control appraisal ("I have enough time to reflect on subject matter") as well as the value appraisal ("I'm interested in the subject matter").

For instance, aggregating the control appraisal ("I have enough time to reflect on subject matter") on the individual level, it may change its meaning into a personal disposition similar to cognitive ability.

Using a manipulation paradigm, the relationship between control appraisals and other OCD-relevant constructs (threat, responsibility) was examined.

These findings offer evidence to confirm the CVTAE change change assumption that changes in control appraisals go together with changes in positive, as well as negative, LREs.

In accord with this, empirical studies found support for the importance of value and control appraisals in predicting students' boredom.

The scarce existing results indicate significant interactions between control and value appraisals predicting everyday positive emotions (cf. Goetz et al. 2010) as well as different effects of control appraisals on academic boredom in cases of low versus high value (Bieg et al. 2013).

In line with this reasoning and previous studies that examined links between teaching characteristics and student emotions, we expect teachers' communicative clarity and individualized support to foster students' enjoyment of lessons, because, implicitly, these features foster students' control appraisals (e.g., Goetz et al. 2013; Hagenauer and Hascher 2010; Titsworth et al. 2013).