In Event: Poster Session 8

Division C - Learning and Instruction / Division C - Section 2a: Cognitive and Motivational Processes

17. Differential Emotion Effects: Both Positive and Negative Emotions Boost Performance in Mathematics - Sandra Becker, Ludwig-Maximilians-Universität München; Reinhard Pekrun, University of Essex; Stefan Ufer, University of Munich; Christof Kuhbandner, University of Regensburg

18. Emotionality and the Refutational Reading Effect - Brian William Miller, Towson University

19. Examining First-Generation College Students' Emotions and Values in Response to Transformative Experience - Jacqueline Goldman, University of Oklahoma; Benjamin C. Heddy, University of Oklahoma; Kevin J. Pugh, University of Northern Colorado; Leah Wilson, University of Northern Colorado; Jenel Cavazos, University of Oklahoma

20. Gender and Engineering: The Importance of Anticipatory Emotions - John Ranellucci, Hunter College; Kristy A. Robinson, McGill University; Emily Bovee, Michigan State University; Daina Briedis, Michigan State University; S. Patrick Walton, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University

21. Influence of Classroom Environment Perceptions and Control-Value Appraisals on Community College Students' Mathematics Anxiety - Holly L. Klee, George Mason University

22. Instructional Activities as Predictors of Control, Value, and State Emotions in Science - Patrick Neil Beymer, Michigan State University; Kristy A. Robinson, McGill University; Jennifer A. Schmidt, Michigan State University

23. Longitudinal Associations Between Math Self-Concept and Math Anxiety: A Multivariate Latent Growth Curve Modeling Approach - Wondimu Ahmed, The University of Akron

24. Predictors and Mediators of Test Anxiety Among Norwegian Students in Upper Secondary and Higher Education - Christian Brandmo, Department of Teacher Education and School Development - University of Oslo; Ivar Braten, University of Oslo; Olav Schewe, University of Oslo

25. The Antecedents and Consequences of Emotions During Mathematics Problem Solving - Brendan Munzar, McGill University; Krista R. Muis, McGill University; Kelsey M Losenno, McGill University; James A. Vivian, McGill University; Cynthia Psaradellis, McGill University; Cara Adrianne Singh, McGill University; Ivana Di Leo, McGill University

26. The Roles of Self-Regulated Learning and Emotion Regulation During Mathematics Problem Solving - Kelsey M Losenno, McGill University; Krista R. Muis, McGill University; Brendan Munzar, McGill University; Cynthia Psaradellis, McGill University; Cara Adrianne Singh, McGill University; James A. Vivian, McGill University; Ivana Di Leo, McGill University; Nancy E. Perry, The University of British Columbia