Relevant bibliographies by topics / Emotion in higher education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Emotion in higher education'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Emotion in higher education"

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Kordts-Freudinger, Robert. "Feel, think, teach – Emotional Underpinnings of Approaches to Teaching in Higher Education." International Journal of Higher Education 6, no. 1 (2017): 217. http://dx.doi.org/10.5430/ijhe.v6n1p217.

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The paper investigates relations between higher education teachers’ approaches to teaching and their emotions during teaching, as well as their emotion regulation strategies. Based on the assumption that the approaches hinge on emotional experiences with higher education teaching and learning, three studies assessed teachers’ emotions, their emotion regulation strategies and their approaches to teaching with questionnaires. Study 1, with n = 145 German university teachers and teaching assistants, found relations between positive emotions and the student-oriented approach to teaching, but not w
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Bartram, Brendan. "Emotion as a Student Resource in Higher Education." British Journal of Educational Studies 63, no. 1 (2014): 67–84. http://dx.doi.org/10.1080/00071005.2014.980222.

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Perrone-McGovern, Kristin M., Stephanie L. Simon-Dack, Kerry N. Beduna, Cady C. Williams, and Aaron M. Esche. "Emotions, Cognitions, and Well-Being." Journal for the Education of the Gifted 38, no. 4 (2015): 343–57. http://dx.doi.org/10.1177/0162353215607326.

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In this study, we examined interrelationships among emotional overexcitability, perfectionism, emotion regulation, and subjective well-being. Dabrowski and Piechowski’s theoretical conceptualization of overexcitabilities and J. J. Gross and John’s constructs of emotion regulation strategies provided a framework to guide hypotheses in the present study. Participants were 191 adults who responded to surveys administered via online methodology. Multiple-regression analyses revealed that participants in the present study with higher emotional overexcitability had lower degrees of emotion regulatio
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Setiyowati, Ninik, and Irtaji Irtaji. "Happiness in Higher Education Leader." GATR Journal of Management and Marketing Review 2, no. 3 (2017): 136–41. http://dx.doi.org/10.35609/jmmr.2017.2.3(20).

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Objective - This study examines Happiness Leaders in the higher education context. Methodology/Technique - Using Positive Psychology perspective, data were collected through an in-depth interview with 30 Indonesian heads of Department in some faculties of Higher Education Malang from December 2016 to February 2017. Respondents were selected using non-probability purposive sampling technique. Findings – The results of this study indicate that the respondents focused their happiness factor more on relationship (R) and meaningfulness (M), but less on positive emotion (P), engagement (E) and accom
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Burke, Penny Jane. "Re/imagining higher education pedagogies: gender, emotion and difference." Teaching in Higher Education 20, no. 4 (2015): 388–401. http://dx.doi.org/10.1080/13562517.2015.1020782.

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Burke, Penny Jane. "Difference in higher education pedagogies: gender, emotion and shame." Gender and Education 29, no. 4 (2017): 430–44. http://dx.doi.org/10.1080/09540253.2017.1308471.

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Leathwood, Carole, and Valerie Hey. "Gender/ed discourses and emotional sub-texts: theorising emotion in UK higher education." Teaching in Higher Education 14, no. 4 (2009): 429–40. http://dx.doi.org/10.1080/13562510903050194.

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Zhang, Qin, and Weihong Zhu. "Exploring Emotion in Teaching: Emotional Labor, Burnout, and Satisfaction in Chinese Higher Education." Communication Education 57, no. 1 (2008): 105–22. http://dx.doi.org/10.1080/03634520701586310.

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Liyanagamage, Nilupulee, Charmaine Glavas, and Thilakshi Kodagoda. "Exploring mixed emotions and emotion-regulation strategies of students balancing higher education with employment." Journal of Education and Work 32, no. 1 (2019): 21–35. http://dx.doi.org/10.1080/13639080.2019.1605156.

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Pope, Debbie J., Hannah Butler, and Pamela Qualter. "Emotional Understanding and Color-Emotion Associations in Children Aged 7-8 Years." Child Development Research 2012 (December 17, 2012): 1–9. http://dx.doi.org/10.1155/2012/975670.

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An understanding of the development of emotional knowledge can help us determine how children perceive and interpret their surroundings and color-emotion associations are one measure of the expression of a child’s emotional interpretations. Emotional understanding and color-emotion associations were examined in a sample of UK school children, aged 7-8 years. Forty primary school children (mean age = 7.38; SD = 0.49) were administered color assessment and emotional understanding tasks, and an expressive vocabulary test. Results identified significant gender differences with girls providing more
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Dissertations / Theses on the topic "Emotion in higher education"

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Woods, Charlotte Emma. "Investigating emotion in the higher education workplace using Q methodology." Thesis, University of Manchester, 2008. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:18103.

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Biswas, Ann E. "When Emotion Stands to Reason: A Phenomenological Study of Composition Instructors' Emotional Responses to Plagiarism." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1447096811.

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McPartland, David. "An exploration of the emotion management of faculty staff at a Swiss private Higher Education Institute." Thesis, University of Derby, 2017. http://hdl.handle.net/10545/621553.

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The principal aim of this study was to obtain an understanding of the relative importance of emotion management for the Swiss private higher education sector, and for the lecturing profession in general. Extant literature has focused on the emotion management of teachers and lecturers working in the public sector but has somewhat overlooked the private higher education sector. A single case study design was selected for this research, which consisted of a well-established and highly regarded Swiss private higher education institute. Focus groups were conducted with three groups of faculty staf
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Nyikos, Tara. "Self-Reported Feelings of Shame and Fear of Failure among High Ability Undergraduates." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703278/.

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Understanding how emotions influence motivation among students is critical to the talent development process. Research shows that certain emotions elicit an approach motive while other emotions elicit an avoidance motive. This study explored emotional disposition and fear of failure among undergraduates enrolled in honors college (n = 63) compared to undergraduates enrolled in regular college courses (n = 296). Results suggest that dispositional shame is positively correlated with fear of failure; however, neither gender nor enrollment in honors college predict fear of failure beyond dispositi
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Huyton, Jan Louise. "Behind closed doors : discovering and articulating the essence of the personal tutor's practice." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5849.

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Personal tutoring is a term commonly used in the policy and practice of higher education. Extant literature utilizes the term, but there is no common understanding of its ethos within the higher education profession. Consequently the tacit nature, purpose and outcomes of one-to-one interactions between tutors and students, which have been at the heart of UK higher education since medieval times, risk invasion by policy imperatives such as employability and student retention, or risk marginalization as off-stage activities that occur in invisible space at the periphery of higher education pract
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Finn, Kirsty. "Expectation and everyday relationships : young women going to university." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/expectation-and-everyday-relationships-young-women-going-to-university(398ea969-6fed-4916-9bfd-1a7f2466d733).html.

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The thesis explores the experiences of 24 young women from a town in North West England ('Millthorne') as they make their way through their first year of university study. The project is based on a qualitative, longitudinal methodology comprising of three in-depth interviews conducted with each respondent before, during and after the first year of study. The aim of the research was to examine the 'process of relating' (Mason, 2004) for the 24 respondents, in order to think through the ways in which individual actions and identities emerge out of experiences of relationships with kin and non-ki
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Roy, Shelly Rose. "Leading with trait emotional intelligence in the higher education classroom| An exploratory study investigating trait emotional intelligence in higher education faculty members." Thesis, University of Charleston - Beckley, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3563237.

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<p> According to Mortiboys (2012) and Powell and Kusuma-Powell (2010) effective college professors have high levels of trait emotional intelligence (trait EI). Consequently, this dissertation performed a one-way Analysis of Variance (ANOVA) in order to determine the existence of a relationship between the trait EI skill levels of those faculty members who received awards for teaching excellence&mdash;award-winning professors (AWPs) and their non award-winning counterparts by comparing the scores of these two professor populations on the Trait Emotional Intelligence Questionnaire (TEIQue). Th
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Thompson, Christa. "Emotional Intelligence and Graduate Student Satisfaction at Online Institutions of Higher Education." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1054.

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The effect of emotional intelligence (EI) among students in education settings could prove essential to determining the needs of student satisfaction leading to retention and graduation. However, lack of research has yet to determine whether EI is an important factor of student satisfaction. The purpose of this quantitative survey study was to determine whether a relationship exists between EI in graduate students and satisfaction with their overall academic experience at their online institution of higher education. Participants included graduate students enrolled in a masters' or doctoral pr
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Manwaring, Kristine C. "Emotional and Cognitive Engagement in Higher Education Classrooms." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6636.

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This is a multi-article format dissertation that explores emotional and cognitive engagement in higher education classrooms. Student engagement in higher education classrooms has been associated with desired outcomes such as academic achievement, retention, and graduation. Student engagement is a multi-faceted concept, consisting of behavioral, emotional, and cognitive components. A deeper understanding of how these components interact would allow instructors and course designers to facilitate more engaging learning experiences for students. The first article is an extended literature revi
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Lusher, Katelyn J. "Recognizing Student Emotion: Resistance and Pathos in the Composition Classroom." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492017509722133.

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Books on the topic "Emotion in higher education"

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Devis-Rozental, Camila. Developing Socio-Emotional Intelligence in Higher Education Scholars. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94036-6.

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Parrish, Dominique Rene. Developing emotionally intelligent leadership in higher education. P. Lang, 2011.

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Teaching with emotional intelligence: A step by step guide for higher and further education professionals. Routledge, 2005.

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Teaching with emotional intelligence: A step by step guide for higher and further education professionals. 2nd ed. Routledge, 2011.

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Higher expectations: Promoting social emotional learning and academic achievement in your school. National Association of Secondary School Principals, 2001.

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service), SpringerLink (Online, ed. Pedagogy in (E)Motion: Rethinking Spaces and Relations. Springer Science+Business Media B.V., 2011.

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Demetriou, Helen. Empathy, Emotion and Education. Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-54844-3.

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Abiyad, Malake. Higher education. Unesco, 1988.

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Democrats, Liberal. Higher education. Liberal Democrats, 1995.

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Copyright Paperback Collection (Library of Congress), ed. Higher education. Ballantine, 1988.

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Book chapters on the topic "Emotion in higher education"

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Quinlan, Kathleen M. "Seven Stances on Emotion in Education." In How Higher Education Feels. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-636-1_2.

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Molloy, Elizabeth, Christy Noble, and Rola Ajjawi. "Attending to Emotion in Feedback." In The Impact of Feedback in Higher Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25112-3_6.

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Nordkvelle, Yngve. "The Long March: The Origins of Voice, Emotion and Image in Higher Education." In Digital Storytelling in Higher Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51058-3_1.

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Bliss, Elaine. "Engaged Scholarship and Engaging Communities: Navigating Emotion, Affect and Disability Through Digital Storytelling." In Digital Storytelling in Higher Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51058-3_22.

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Addison, Michelle. "(Not) Fitting in and Emotion Work." In Social Games and Identity in the Higher Education Workplace. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-51803-3_7.

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Pekrun, Reinhard, and Elizabeth J. Stephens. "Achievement Emotions in Higher Education." In Higher Education: Handbook of Theory and Research. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8598-6_7.

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Pekrun, Reinhard. "Success and Failure – Achievement-Related Emotions." In How Higher Education Feels. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-636-1_10.

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Devis-Rozental, Camila. "Socio-Emotional Intelligence: A Humanising Approach to Enhance Wellbeing in Higher Education." In Humanising Higher Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57430-7_2.

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House-Norman, Claire, Camila Devis-Rozental, and Kerry Noble. "The Fundraising Academy: An Experimental Model Combining Knowledge Exchange, Real-Life Professional Training and the Development of Socio-Emotional Intelligence." In Humanising Higher Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57430-7_9.

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Ribeiro, Sandra P. M., António A. F. G. Moreira, and Cristina M. F. Pinto da Silva. "Digital Storytelling: Emotions in Higher Education." In Competencies in Teaching, Learning and Educational Leadership in the Digital Age. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30295-9_9.

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Conference papers on the topic "Emotion in higher education"

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Jotsov, Vladimir. "Emotion-Aware Education and Research Systems." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3385.

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An emotion-aware method KALEIDOSCOPE is presented in the paper. It consists of a visualization approach, a method for information transfer-by-sense and applied approaches to maintain a natural-style dialog. The combination is purposed to provoke and keep positive emotions in the user and to maintain his interest in the problem. The main goal of this paper is to show how different machine-done visualized patterns lead to student’s perceptions that can’t be represented or estimated by the machine and how this is helpful during the educational process. It is shown that dynamic information present
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Torres, Ana, Sérgio Soares, and Maribel Carvalhais. "Nursing Relational Laboratory: Educational, dialogical and critical projet." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8170.

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Nursing is a relational profession and communication is the basic instrument in its practice. The Nursing Relational Laboratory aims to collaborate in the development of communication skills of students of the Nursing, using Portuguese sign language, dramatization and emotional facial expression. 73 students participated (Experimental group; EG; n=38; Control group; CG; n=35). General self-efficacy scale(GSES), the Patient Health Questionnaire-9 Depression Module(PHQ-9), assertiveness questionnaire(ASS), Emotional Thermometer(ET), Inventory of Barrett-Lennard interpersonal relations(OS-M-40),
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Martin, Laura, and Andrew Fowler. "A pedagogical response to the challenges of delivering collaborative probation education in online environments." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8147.

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This paper explores the challenges in delivering post graduate probation education in a predominately online environment. It discusses the key pedagogical theories underpinning the teaching approach, with a particular emphasis on social constructivism, communities of practice and enquiry based learning. The complexities of engaging students in the types of discursive and collegiate activities inherent within these approaches whilst learning at a distance are discussed. A case study exploring the facilitation of a colloborative enquiry based task into the role of emotion work in probation pract
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Huang, Shuo, Mingliang Huang, and Sisi Du. "Research on Education of Students’ Morality and Emotion in Higher Vocational Colleges." In 2015 International Conference on Management, Education, Information and Control. Atlantis Press, 2015. http://dx.doi.org/10.2991/meici-15.2015.240.

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Sirotova, Mariana, and Alzbeta Lobotkova. "The impact of a teacher´s motivational influence on pupils´emotional experience." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8003.

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It is necessary to pay increased attention to the managing of emotions, to motivation and empathy, which requires most of all an individual approach to pupils in the process of teaching. This scientific study focuses on motivating and demotivating reactions of teachers and their impact on positive and negative emotional experiences of pupils during lessons. Our goal was to find out, if there are differences between emotional experiences of pupils taught by teachers, whose motivating had a positive character, and pupils of those teachers, whose motivating had a negative character. We have execu
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Radchuk, Halyna, Zoryana Adamska, Mariia Oliinyk, and Solomiia Chopyk. "Paradigms in Modern Higher Education Development." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/26.

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The theoretical and methodological analysis of modern educational paradigms is made in the article and axiological vectors of higher education development are distinguished on this basis. Four basic educational paradigms have been identified: cognitive informational (traditional, cognitive), personal (humanistic), competence and cultural (humanitarian). It has been found that, unlike instrument-oriented learning, which provides the translation, reproduction and assimilation of knowledge, skills, technologies (cognitive informational and competence paradigms) and therefore is secondary to the p
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Hidayat, Darra Pradita, and Hardika Widi Satria. "The Effect of Convenience and Self-Efficacy Factors on the Consumption Experience, Mediated by Emotion." In 3rd International Conference on Vocational Higher Education (ICVHE 2018). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200331.138.

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Leal, Fátima. "Higher Education Students: Academic Emotions, Consequences and Emotional Regulation Strategies." In 3rd International Conference on Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.icetl.2020.02.48.

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Kallel, Ilhem, and Hela Chaabouni Fourati. "Integrating Emotion Extraction from Text into Moodle E-learning Platform." In 2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2018. http://dx.doi.org/10.1109/ithet.2018.8424795.

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Zhang, Yuan. "The Influence of Higher Education Teachers' Professional Self-efficacy and Emotion Regulation Method to the Subjective Emotional Experience." In 2013 International Conference on Advanced Information Engineering and Education Science (ICAIEES 2013). Atlantis Press, 2013. http://dx.doi.org/10.2991/icaiees-13.2013.76.

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Reports on the topic "Emotion in higher education"

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c
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Revi, Aromar, Teja Malladi, Dhananjayan Mayavel, Nilakshi Chatterji, and Pratyush Tripathy. India Higher Education Atlas. Indian Institute for Human Settlements, 2018. http://dx.doi.org/10.24943/9789387315556.

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Magoula, Angeliki-Elen, and Christopher S. Myers. Cost in Higher Education. Defense Technical Information Center, 2007. http://dx.doi.org/10.21236/ada473288.

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Guthrie, Kevin, Catharine Hill, and Martin Kurzweil. Technology in Higher Education: Reflections from the Bowen Colloquium on Higher Education Leadership. Ithaka S+R, 2018. http://dx.doi.org/10.18665/sr.306629.

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Dearden, Lorraine, Claire Crawford, Rowena Crawford, and Jack Britton. Labour’s higher education funding plans. Institute for Fiscal Studies, 2015. http://dx.doi.org/10.1920/bn.ifs.2015.00164.

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Winston, Gordon, and David Zimmerman. Peer Effects in Higher Education. National Bureau of Economic Research, 2003. http://dx.doi.org/10.3386/w9501.

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Michael Cherney, PhD. Alternative Energy for Higher Education. Office of Scientific and Technical Information (OSTI), 2012. http://dx.doi.org/10.2172/1035800.

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De Vlieger, Pieter, Brian Jacob, and Kevin Stange. Measuring Instructor Effectiveness in Higher Education. National Bureau of Economic Research, 2016. http://dx.doi.org/10.3386/w22998.

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Hoxby, Caroline, and Sarah Turner. Measuring Opportunity in U.S. Higher Education. National Bureau of Economic Research, 2019. http://dx.doi.org/10.3386/w25479.

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Revi, Aromar, Teja Malladi, Dhananjayan Mayavel, Nilakshi Chatterji, and Pratyush Tripathy. India Higher Education Atlas - Volume 1. Indian Institute for Human Settlements, 2018. http://dx.doi.org/10.24943/9789387315563.

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