To use or not to use, that is the question: On students’ encounters with a library of examples

Figures & data

Figure 1. From codes and categories to theory.

Table 1. A mosaic of academic emotional types of example users according to their approach toward using library of examples

Approach toward using examples		Objects to use examples			Agrees to use examples
Type		Go alone	Threatened	Does not wish to be influenced	Needs an example	Frustrated learner	Enthusiastic
Academic self-concept		High	Low	Medium	Low	Low	High
Type of Achievement Goals		Mastery	Performance	Mastery	Performance	Performance	Mastery
Expressions of Social-academic emotions		Disregard of others who presented the examples	Anxious about holding a dialogue with others	Anxious about holding a dialogue with others	Disregard of others who presented the examples	Willing and happy to hold a dialogue with others	Willing and happy to hold a dialogue with others
Emotional valence	Before	Negative^a	Positive^b	Negative	Negative	Positive	Positive
	During	Negative	Negative	Negative	Positive	Negative	Positive
	After	Negative	Negative	Negative	Positive	Positive	Positive
Type of academic emotional process		No change: negatively valenced	Change in the valence of academic emotions	No change: negatively valenced	Change in the valence of academic emotions	Change in the valence of academic emotions	No change: positively valenced
Extent of use of database		0	0.4	1	2	2.5	3

^a Negative, unpleasant emotions.

^b Positive, pleasant emotions.

Figure 2. A mosaic of academic emotional types: the extent of use of the library of examples and the achievement goal of each type.

Table 2. Academic emotional types: Characterization of users of library of examples according to achievement goals

Types that have mastery goals	Academic self-concept	Valence of the academic emotional process		Types that have performance goals	Academic self-concept	Valence of the academic emotional process
Go alone (OT)^a	High	No change: negatively		Threatened (OT)	Low	Change
Dose not wish to be influence (OT)	Medium	No change: negatively		Frustrated learner (AT)	Low	Change
Enthusiast (AT)^b	High	No change: positively		Needs an example (AT)	Low	Change

^a Objecting types.

^b Agreeing types.