Research graph
References from The mediating role of academic emotions in the relationship between cooperative learning and perceived classroom environment: A structural equation modeling approach. Local targets link to admitted publications; unresolved targets remain external evidence.
The effectiveness of critical thinking training for cooperative learning among students of Islamic Azad University
2018 · External reference
EFL university students’ acceptance and readiness for e-learning: A Structural Equation Modeling Approach
10.34190/ejel.22.1.3063 · 2024 · External reference
Examining the effect of a collaborative learning intervention on EFL students’ English learning and social interaction
2024 · External reference
Unresolved reference
1986 · External reference
A situated perspective on self-regulated learning from a person-by-context perspective
10.1080/13598139.2019.1568828 · 2019 · External reference
Unresolved reference
1979 · External reference
Introducing cooperative learning for ELT in Chile: Two Teachers’ Perceptions and Use
10.21703/rexe.v23i51.1744 · 2024 · External reference
Academic performance in times of change: The Role of Emotional intelligence
2026 · External reference
The role of emotions in the university classroom: Implications for Engagement and Dropout Prevention
10.1177/14697874251387029 · 2025 · External reference
The implications of EFL/ESL teachers' emotions in their professional identity development
10.3389/fpsyg.2021.755592 · 2021 · External reference
Using training and development to affect job satisfaction within franchising
10.1108/14626000710746745 · 2007 · External reference
Enjoyable, anxious, or bored? Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms
10.1016/j.system.2024.103339 · 2024 · External reference
Teachers’ conceptions and use of cooperative learning in EFL classrooms
2024 · External reference
10.1007/978-1-4899-2271-7
10.1007/978-1-4899-2271-7 · External reference
I never make a permanent decision based on a temporary emotion”: Unveiling EFL Teachers’ Perspectives about Emotions in Assessment
10.1515/applirev-2023-0089 · 2023 · External reference
Anxiety and enjoyment in oral presentations: A Mixed-method Study Into Chinese Efl Learners’ Oral Presentation Performance
10.1515/iral-2023-0161 · 2024 · External reference
Investigating EFL students’ perceived values of online cooperative learning in MOOCs
10.30935/cedtech/15718 · 2025 · External reference
Teachers’ perceptions of their influence on student practices to enhance the school environment: A Cross-sectional Study in Governmental General Education Schools in Al-Ahsa Province, Kingdom of Saudi Arabia
2024 · External reference
Developing cooperative learning in a content and language integrated learning context to enhance elementary school students' digital storytelling performance, English speaking proficiency, and financial knowledge
10.1111/jcal.12804 · 2023 · External reference
Non-normal and categorical data in structural equation modeling
2006 · External reference
Emotional transmission in the classroom: Exploring the Relationship between Teacher and Student Enjoyment
10.1037/a0014695 · 2009 · External reference
Students' perceptions of classroom activities: Are There Grade-level and Gender Differences?
10.1037/0022-0663.94.3.539 · 2002 · External reference
An investigation of the relationship between forms of positive interdependence, social support, and selected aspects of classroom climate
10.1016/j.system.2006.11.003 · 2007 · External reference
Exploring the effects of artificial intelligence application on EFL students' academic engagement and emotional experiences: A Mixed-methods Study
10.1111/ejed.12812 · 2025 · External reference
The impact of cooperative learning on student engagement: Results from an Intervention
10.1177/1469787413498035 · 2013 · External reference
Unresolved reference
1984 · External reference
A synergetic perspective on students’ perception of classroom environment, expectancy value belief, and engagement in an EFL context
10.1177/13621688221075781 · 2022 · External reference
Investigating the interrelationship among academic emotions, classroom engagement, and self-efficacy in the context of EFL learning in smart classrooms in China
10.1080/00049530.2023.2300460 · 2024 · External reference
Social emotional interaction in collaborative learning: Why it Matters and How Can We Measure It?
10.1016/j.ssaho.2023.100447 · 2023 · External reference
Dialogue among educators: Rethinking and Recreating Scenarios of Cooperative and Inclusive Learning
10.1016/j.ijedro.2024.100322 · 2024 · External reference
An educational psychology success story: Social Interdependence Theory and Cooperative Learning
10.3102/0013189x09339057 · 2009 · External reference
Validation of the academic emotions questionnaire
2009 · External reference
Investigating the relationship between school environment perceptions and achievement goals: Do School Type, Field of Study, and Residence Area Make A Difference?
2008 · External reference
Google Classroom: Malaysian University Students’ Attitudes Towards Its Use as A Learning Management System
10.34117/bjdv10n1-015 · 2024 · External reference
Teaching cooperative learning through cooperative learning environment: A Qualitative Follow-up of an Experimental Study
10.1080/10494820.2022.2100429 · 2024 · External reference
The effects of using the zone of proximal development (ZPD) on the fundamental English classes of Thai EFL learners
10.37745/ijelt.13/vol12n14664 · 2024 · External reference
Unresolved reference
1984 · External reference
Classroom environment and willingness to communicate in English: The Mediating Role of Emotions Experienced by University Students in China
10.1177/13621688221111623 · 2025 · External reference
Positive emotions, self-regulatory capacity, and EFL performance in Chinese senior high school students
10.1016/j.actpsy.2024.104143 · 2024 · External reference
Virtual classes and EFL students’ linguistic performance: Case Study of Engineering Students at Imam Abdulrahman bin Faisal University
10.70204/jlt.v4i1.308 · 2024 · External reference
The role of emotions in higher education teaching and learning processes
10.1080/03075079.2019.1665306 · 2019 · External reference
The effect of constructivist-based approach of teaching in science courses on cooperative learning of secondary school students and its sustainability over time
2022 · External reference
The relationships between EFL students’ academic emotions and academic engagement: The Case of Wollo University First-year Students
2024 · External reference
The role of epistemic emotions in personal epistemology and self-regulated learning
10.1080/00461520.2017.1421465 · 2018 · External reference
Mediating role of positive emotions on students’ self-regulated learning and academic achievement: A Case of Colleges of Education in the Bono Region, Ghana
10.4314/eajess.v3i3.175 · 2022 · External reference
Effects of cooperative learning and problem-solving strategies on biology students’ academic achievement in Delta Central Senatorial District
2022 · External reference
Specialized training workshops for Algerian EFL teachers: A Transformative Pathway for ESP Instruction
10.7336/academicus.2024.29.08 · 2024 · External reference
The control-value theory of achievement emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice
10.1007/s10648-006-9029-9 · 2006 · External reference
Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)
10.1016/j.cedpsych.2010.10.002 · 2011 · External reference
Academic emotions and student engagement
2012 · External reference
Control-value theory of achievement emotions
2014 · External reference
Emotions as a linguistic category: Perception and Expression of Emotions by Spanish EFL Students
10.1080/07908318.2019.1630422 · 2020 · External reference
Intellectual evolution from adolescence to adulthood
1972 · External reference
Flipped classroom with gamified technology and paper-based method for teaching vocabulary
10.1186/s40862-023-00222-4 · 2024 · External reference
Technology-based collaborative learning: EFL Learners' Social Regulation and Modifications in Their Academic Emotions and Academic Performance
10.1007/s10639-024-13167-z · 2025 · External reference
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
10.1037/0003-066x.55.1.68 · 2000 · External reference
Enhancing EFL speaking skills of secondary school students through a constructivist learning activities (CLAs) program
10.21608/psjer.2023.243563.1023 · 2024 · External reference
Peer and self-assessment of teamwork skills in high school: Using a Multi-rater Evaluation Method for Cooperative Learning Groups
10.1177/10567879221082969 · 2024 · External reference
Unpacking EFL learners’ emotions and emotion-regulation strategies in digital collaborative academic reading projects: An Integrated Approach of Vignette Methodology and Interview analysis
10.1016/j.jeap.2024.101404 · 2024 · External reference
Investigating the effects of Chinese university students’ online engagement on their EFL learning outcomes
2024 · External reference
Unresolved reference
External reference
The impact of jigsaw cooperative learning on academic motivation, academic hardiness, and self-efficacy of English Foreign Language learners
10.1016/j.lmot.2023.101940 · 2023 · External reference
Conceptualisation, measurement, and prediction of foreign language learning psychological capital among Chinese EFL students
10.1080/01434632.2023.2193601 · 2025 · External reference
The influence of classroom environment and socio-emotional learning on EFL writing engagement: The Mediating Role of Motivation Regulation Strategy
2025 · External reference
The impact of academic buoyancy and emotions on university students’ self-regulated learning strategies in L2 writing classrooms
10.1007/s11145-023-10411-9 · 2024 · External reference
Crossing knowledge boundaries: From Team Learning to Knowledge Teams
10.1177/1046496420919929 · 2020 · External reference
Exploring the effect of cooperative learning on senior high school students’ critical thinking in EFL writing: An Intervention Study
10.1016/j.tsc.2025.101765 · 2025 · External reference
The application of cooperative learning theory in college English reading teaching
2024 · External reference
Positive influence of cooperative learning and emotion regulation on EFL learners’ foreign language enjoyment
10.3390/ijerph191912604 · 2022 · External reference
10.1007/978-1-4899-2271-7
10.1007/978-1-4899-2271-7 · ExternalCitation · doi-reference
Technology-based collaborative learning: EFL Learners' Social Regulation and Modifications in Their Academic Emotions and Academic Performance
10.1007/s10639-024-13167-z · ExternalCitation · doi-reference
The control-value theory of achievement emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice
10.1007/s10648-006-9029-9 · ExternalCitation · doi-reference
The impact of academic buoyancy and emotions on university students’ self-regulated learning strategies in L2 writing classrooms
10.1007/s11145-023-10411-9 · ExternalCitation · doi-reference
Positive emotions, self-regulatory capacity, and EFL performance in Chinese senior high school students
10.1016/j.actpsy.2024.104143 · ExternalCitation · doi-reference
Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)
10.1016/j.cedpsych.2010.10.002 · ExternalCitation · doi-reference
Dialogue among educators: Rethinking and Recreating Scenarios of Cooperative and Inclusive Learning
10.1016/j.ijedro.2024.100322 · ExternalCitation · doi-reference
Unpacking EFL learners’ emotions and emotion-regulation strategies in digital collaborative academic reading projects: An Integrated Approach of Vignette Methodology and Interview analysis
10.1016/j.jeap.2024.101404 · ExternalCitation · doi-reference
The impact of jigsaw cooperative learning on academic motivation, academic hardiness, and self-efficacy of English Foreign Language learners
10.1016/j.lmot.2023.101940 · ExternalCitation · doi-reference
Social emotional interaction in collaborative learning: Why it Matters and How Can We Measure It?
10.1016/j.ssaho.2023.100447 · ExternalCitation · doi-reference
An investigation of the relationship between forms of positive interdependence, social support, and selected aspects of classroom climate
10.1016/j.system.2006.11.003 · ExternalCitation · doi-reference
Enjoyable, anxious, or bored? Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms
10.1016/j.system.2024.103339 · ExternalCitation · doi-reference
Exploring the effect of cooperative learning on senior high school students’ critical thinking in EFL writing: An Intervention Study
10.1016/j.tsc.2025.101765 · ExternalCitation · doi-reference
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
10.1037/0003-066x.55.1.68 · ExternalCitation · doi-reference
Students' perceptions of classroom activities: Are There Grade-level and Gender Differences?
10.1037/0022-0663.94.3.539 · ExternalCitation · doi-reference
Emotional transmission in the classroom: Exploring the Relationship between Teacher and Student Enjoyment
10.1037/a0014695 · ExternalCitation · doi-reference
Investigating the interrelationship among academic emotions, classroom engagement, and self-efficacy in the context of EFL learning in smart classrooms in China
10.1080/00049530.2023.2300460 · ExternalCitation · doi-reference
The role of epistemic emotions in personal epistemology and self-regulated learning
10.1080/00461520.2017.1421465 · ExternalCitation · doi-reference
Conceptualisation, measurement, and prediction of foreign language learning psychological capital among Chinese EFL students
10.1080/01434632.2023.2193601 · ExternalCitation · doi-reference
The role of emotions in higher education teaching and learning processes
10.1080/03075079.2019.1665306 · ExternalCitation · doi-reference
Emotions as a linguistic category: Perception and Expression of Emotions by Spanish EFL Students
10.1080/07908318.2019.1630422 · ExternalCitation · doi-reference
Teaching cooperative learning through cooperative learning environment: A Qualitative Follow-up of an Experimental Study
10.1080/10494820.2022.2100429 · ExternalCitation · doi-reference
A situated perspective on self-regulated learning from a person-by-context perspective
10.1080/13598139.2019.1568828 · ExternalCitation · doi-reference
Using training and development to affect job satisfaction within franchising
10.1108/14626000710746745 · ExternalCitation · doi-reference
Exploring the effects of artificial intelligence application on EFL students' academic engagement and emotional experiences: A Mixed-methods Study
10.1111/ejed.12812 · ExternalCitation · doi-reference
Developing cooperative learning in a content and language integrated learning context to enhance elementary school students' digital storytelling performance, English speaking proficiency, and financial knowledge
10.1111/jcal.12804 · ExternalCitation · doi-reference
Crossing knowledge boundaries: From Team Learning to Knowledge Teams
10.1177/1046496420919929 · ExternalCitation · doi-reference
Peer and self-assessment of teamwork skills in high school: Using a Multi-rater Evaluation Method for Cooperative Learning Groups
10.1177/10567879221082969 · ExternalCitation · doi-reference
A synergetic perspective on students’ perception of classroom environment, expectancy value belief, and engagement in an EFL context
10.1177/13621688221075781 · ExternalCitation · doi-reference
Classroom environment and willingness to communicate in English: The Mediating Role of Emotions Experienced by University Students in China
10.1177/13621688221111623 · ExternalCitation · doi-reference
The impact of cooperative learning on student engagement: Results from an Intervention
10.1177/1469787413498035 · ExternalCitation · doi-reference
The role of emotions in the university classroom: Implications for Engagement and Dropout Prevention
10.1177/14697874251387029 · ExternalCitation · doi-reference
Flipped classroom with gamified technology and paper-based method for teaching vocabulary
10.1186/s40862-023-00222-4 · ExternalCitation · doi-reference
I never make a permanent decision based on a temporary emotion”: Unveiling EFL Teachers’ Perspectives about Emotions in Assessment
10.1515/applirev-2023-0089 · ExternalCitation · doi-reference
Anxiety and enjoyment in oral presentations: A Mixed-method Study Into Chinese Efl Learners’ Oral Presentation Performance
10.1515/iral-2023-0161 · ExternalCitation · doi-reference
Enhancing EFL speaking skills of secondary school students through a constructivist learning activities (CLAs) program
10.21608/psjer.2023.243563.1023 · ExternalCitation · doi-reference
Introducing cooperative learning for ELT in Chile: Two Teachers’ Perceptions and Use
10.21703/rexe.v23i51.1744 · ExternalCitation · doi-reference
Investigating EFL students’ perceived values of online cooperative learning in MOOCs
10.30935/cedtech/15718 · ExternalCitation · doi-reference
An educational psychology success story: Social Interdependence Theory and Cooperative Learning
10.3102/0013189x09339057 · ExternalCitation · doi-reference
The implications of EFL/ESL teachers' emotions in their professional identity development
10.3389/fpsyg.2021.755592 · ExternalCitation · doi-reference
Positive influence of cooperative learning and emotion regulation on EFL learners’ foreign language enjoyment
10.3390/ijerph191912604 · ExternalCitation · doi-reference
Google Classroom: Malaysian University Students’ Attitudes Towards Its Use as A Learning Management System
10.34117/bjdv10n1-015 · ExternalCitation · doi-reference
EFL university students’ acceptance and readiness for e-learning: A Structural Equation Modeling Approach
10.34190/ejel.22.1.3063 · ExternalCitation · doi-reference
The effects of using the zone of proximal development (ZPD) on the fundamental English classes of Thai EFL learners
10.37745/ijelt.13/vol12n14664 · ExternalCitation · doi-reference
Mediating role of positive emotions on students’ self-regulated learning and academic achievement: A Case of Colleges of Education in the Bono Region, Ghana
10.4314/eajess.v3i3.175 · ExternalCitation · doi-reference
Virtual classes and EFL students’ linguistic performance: Case Study of Engineering Students at Imam Abdulrahman bin Faisal University
10.70204/jlt.v4i1.308 · ExternalCitation · doi-reference
Specialized training workshops for Algerian EFL teachers: A Transformative Pathway for ESP Instruction
10.7336/academicus.2024.29.08 · ExternalCitation · doi-reference
