References
- Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/https://doi.org/10.1016/0749-5978(91)90020-T
- Alexander, P. A., Schallert, D. L., & Hare, V. C. (1991). Coming to terms: How researchers in learning and literacy talk about knowledge. Review of Educational Research, 61(3), 315–343. https://doi.org/https://doi.org/10.3102/00346543061003315
- Alexander, P. A. (2019). Seeking common ground: Surveying the theoretical and empirical landscapes for curiosity and interest. Educational Psychology Review, 31(4), 897–904. https://doi.org/https://doi.org/10.1007/s10648-019-09508-x
- Bandura, A., & Cherry, L. (2020). Enlisting the power of youth for climate change. American Psychologist, 75(7), 945–951. https://doi.org/https://doi.org/10.1037/amp0000512
- Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. https://doi.org/https://doi.org/10.1146/annurev.psych.52.1.1
- Bergin, C. C., & Bergin, D. A. (2014). Child and adolescent development in your classroom. Nelson Education.
- Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: A primer. Frontiers in Public Health, 6, 149. https://doi.org/https://doi.org/10.3389/fpubh.2018.00149
- Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
- Cavanagh, S. R. (2016). The spark of learning: Energizing the college classroom with the science of emotion. West Virginia University Press.
- Cohen, J. E. (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates, Inc.
- D’Mello, S., Lehman, B., Pekrun, R., & Graesser, A. (2014). Confusion can be beneficial for learning. Learning and Instruction, 29, 153–170. https://doi.org/https://doi.org/10.1016/j.learninstruc.2012.05.003
- Daniels, L. M., Stupnisky, R. H., Pekrun, R., Haynes, T. L., Perry, R. P., & Newall, N. E. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101(4), 948. https://doi.org/https://doi.org/10.1037/a0016096
- Duchi, L., Lombardi, D., Paas, F., & Loyens, S. M. (2020). How a growth mindset can change the climate: The power of implicit beliefs in influencing people’s view and action. Journal of Environmental Psychology, 70, 101461.https://doi.org/https://doi.org/10.1016/j.jenvp.2020.101461
- Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Harcourt Brace.
- Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/https://doi.org/10.1146/annurev.psych.53.100901.135153
- Fortner, R. W., Lee, J. Y., Corney, J. R., Romanello, S., Bonnell, J., Luthy, B., & Ntsiko, N. (2000). Public understanding of climate change: Certainty and willingness to act. Environmental Education Research, 6(2), 127–141. https://doi.org/https://doi.org/10.1080/713664673
- Gable, P. A., & Harmon-Jones, E. (2008). Approach-motivated positive affect reduces breadth of attention. Psychological Science, 19(5), 476–482. https://doi.org/https://doi.org/10.1111/j.1467-9280.2008.02112.x
- Goetz, T., Frenzel, A. C., Pekrun, R., Hall, N. C., & Lüdtke, O. (2007). Between-and within-domain relations of students’ academic emotions. Journal of Educational Psychology, 99(4), 715. https://doi.org/https://doi.org/10.1037/0022-0663.99.4.715
- Hagger, M. S., Sultan, S., Hardcastle, S. J., & Chatzisarantis, N. L. (2015). Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment. Contemporary Educational Psychology, 41, 111–123. https://doi.org/https://doi.org/10.1016/j.cedpsych.2014.12.002
- Heddy, B. C., Danielson, R. W., Sinatra, G. M., & Graham, J. (2017). Modifying knowledge, emotions, and attitudes regarding genetically modified foods. The Journal of Experimental Education, 85(3), 513–533. https://doi.org/https://doi.org/10.1080/00220973.2016.1260523
- Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127. https://doi.org/https://doi.org/10.1207/s15326985ep4102_4
- Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88–140. https://doi.org/https://doi.org/10.3102/00346543067001088
- Hofer, B. K. (2006). Beliefs about knowledge and knowing: Integrating domain specificity and domain generality: A response to Muis, Bendixen, and Haerle (2006). Educational Psychology Review, 18(1), 67–76. https://doi.org/https://doi.org/10.1007/s10648-006-9000-9
- Kock, N., & Lynn, G. (2012). Lateral collinearity and misleading results in variance-based SEM: An illustration and recommendations. Journal of the Association for Information Systems, 13(7), 546–580. https://doi.org/https://doi.org/10.17705/1jais.00302
- Kock, N. (2013). WarpPLS 4.0 user manual. ScriptWarp Systems.
- Kuhl, J. (1987). Action control: The maintenance of motivational states. In F. Halisch & J. Kuhl (Eds.), Motivation, intention, and volition (pp. 279–291). Berlin: Springer-Verlag.
- Leedy, P. D., & Ormrod, J. E. (2016). Practical research: Planning and design (12th ed.). Merrill Prentice Hall.
- Linnenbrink-Garcia, L., Patall, E. A., & Pekrun, R. (2016). Adaptive motivation and emotion in education: Research and principles for instructional design. Policy Insights from the Behavioral and Brain Sciences, 3(2), 228–236. https://doi.org/https://doi.org/10.1177/2372732216644450
- Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1–3. https://doi.org/https://doi.org/10.1016/j.cedpsych.2010.11.004
- Linnenbrink, E. A., & Pintrich, P. R. (2000). Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 195–227). Academic. https://doi.org/https://doi.org/10.1016/B978–012619070–0/50030–1
- Lombardi, D., Heddy, B. C., & Matewos, A. M. (2020). Values, attitudes, and beliefs: Cognitive filters shaping integration of multiple representations and multiple perspectives. In P. V. Meter, A. List, D. Lombardi, & P. Kendeou (Eds.), Handbook of learning from multiple representations and perspectives (pp. 329–345). Routledge.
- Lombardi, D., Nussbaum, E. M., & Sinatra, G. M. (2016). Plausibility judgments in conceptual change and epistemic cognition. Educational Psychologist, 51(1), 35–56. https://doi.org/https://doi.org/10.1080/00461520.2015.1113134
- Lombardi, D., & Sinatra, G. M. (2013). Emotions about teaching about human-induced climate change. International Journal of Science Education, 35(1), 167–191. https://doi.org/https://doi.org/10.1080/09500693.2012.738372
- Mauss, I. B., & Robinson, M. D. (2009). Measures of emotion: A review. Cognition & Emotion, 23(2), 209–237. https://doi.org/https://doi.org/10.1080/02699930802204677
- McCrudden, M. T., & McTigue, E. M. (2019). Implementing integration in an explanatory sequential mixed methods study of belief bias about climate change with high school students. Journal of Mixed Methods Research, 13(3), 381–400. https://doi.org/https://doi.org/10.1177/1558689818762576
- Muis, K. R., Pekrun, R., Sinatra, G. M., Azevedo, R., Trevors, G., Meier, E., & Heddy, B. C. (2015). The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning. Learning and Instruction, 39, 168–183. https://doi.org/https://doi.org/10.1016/j.learninstruc.2015.06.003
- Ostrom, T. M. (1989). Interdependence of attitude theory and measurement. In A. R. Pratkanis, S. J. Beckler, & A. G. Greenwald (Eds.), Attitude structure and function (pp. 11–36). Lawrence Erlbaum Associates.
- Oxley, D. R., Smith, K. B., Alford, J. R., Hibbing, M. V., Miller, J. L., Scalora, M., Hatemi, P. K., & Hibbing, J. R. (2008). Political attitudes vary with physiological traits. Science, 321(5896), 1667–1670. https://doi.org/https://doi.org/10.1126/science.1157627
- Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 13–36). Academic Press. https://doi.org/https://doi.org/10.1016/B978–012372545–5/50003–4
- Pekrun, R., & Linnenbrink-Garcia, L. (2014). Introduction to emotions in education. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), Educational psychology handbook series. International handbook of emotions in education (pp. 1–10). Routledge/Taylor & Francis Group.
- Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. Applied Psychology, 41(4), 359–376. https://doi.org/https://doi.org/10.1111/j.1464-0597.1992.tb00712.x
- Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/https://doi.org/10.1007/s10648-006-9029–9
- Petty., R. E., & Cacioppo, J. T. (1986). The elaboration likelihood model of persuasion. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 19, pp. 123–205). Academic.
- Rokeach, M. (1979). From individual to institutional values with special reference to the values of science. In M. Rokeach (Ed.), Understanding human values (pp. 47–70). Free Press.
- Saldaña, J. (2013). The coding manual for qualitative researchers. SAGE Publications.
- Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2012). Motivation in education: Theory, research, and applications. Pearson Higher Ed.
- Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educational Psychologist, 50(1), 1–13. https://doi.org/https://doi.org/10.1080/00461520.2014.1002924
- Sinatra, G. M., Kardash, C. M., Taasoobshirazi, G., & Lombardi, D. (2012). Promoting attitude change and expressed willingness to take action toward climate change in college students. Instructional Science, 40(1), 1–17. https://doi.org/https://doi.org/10.1007/s11251-011-9166-5
- Sobel, D. (2008). Childhood and nature: Design principals for educators. Stenhouse Publishers.
- Southerland, S. A., Sinatra, G. M., & Matthews, M. R. (2001). Belief, knowledge, and science education. Educational Psychology Review, 13(4), 325–351. https://doi.org/https://doi.org/10.1023/A:1011913813847
- Stevens, J. P. (1992). Applied multivariate statistics for the social sciences (2nd ed.). Erlbaum.
- Strife, S. J. (2012). Children’s environmental concerns: Expressing ecophobia. The Journal of Environmental Education, 43(1), 37–54. https://doi.org/https://doi.org/10.1080/00958964.2011.602131
- Szagun, G., & Pavlov, V. (1995). Environmental awareness: A comparative study of German and Russian adolescents. Youth & Society, 27(1), 93–112. https://doi.org/https://doi.org/10.1177/0044118X95027001006
- Tabachnick, B. G., & Fidell, L. S. (2007). Multivariate analysis of variance and covariance. In S. Hartman (Ed.), Using multivariate statistics (4th ed., pp. 243–310). Allyn & Bacon.
- Tagar, M. R., Federico, C. M., & Halperin, E. (2011). The positive effect of negative emotions in protracted conflict: The case of anger. Journal of Experimental Social Psychology, 47(1), 157–164. https://doi.org/https://doi.org/10.1016/j.jesp.2010.09.011
- Tenenhaus, M., Amato, S., & Esposito Vinzi, V. (2004, June). A global goodness-of-fit index for PLS structural equation modeling. In Proceedings of the XLII SIS Scientific Meeting (pp. 739–742). CLEUP.
- Tenenhaus, M., Vinzi, V. E., Chatelin, Y. M., & Lauro, C. (2005). PLS path modeling. Computational Statistics & Data Analysis, 48(1), 159–205. https://doi.org/https://doi.org/10.1016/j.csda.2004.03.005
- Tyson, D. F., Linnenbrink-Garcia, L., & Hill, N. E. (2009). Regulating debilitating emotions in the context of performance: Achievement goal orientations, achievement-elicited emotions, and socialization contexts. Human Development, 52(6), 329–356. https://doi.org/https://doi.org/10.1159/000242348
- Vogl, E., Pekrun, R., Murayama, K., & Loderer, K. (2019). Surprised–curious–confused: Epistemic emotions and knowledge exploration. Emotion, 20(4), 625–641. https://doi.org/https://doi.org/10.1037/emo0000578
- Wentzel, K. R., Muenks, K., McNeish, D., & Russell, S. (2018). Emotional support, social goals, and classroom behavior: A multilevel, multisite study. Journal of Educational Psychology, 110(5), 611–627. https://doi.org/https://doi.org/10.1037/edu0000239
- Wetzels, M., Odekerken-Schröder, G., & Van Oppen, C. (2009). Using PLS path modeling for assessing hierarchical construct models: Guidelines and empirical illustration. MIS Quarterly, 33(1), 177–195. https://doi.org/https://doi.org/10.2307/20650284
- Williams, R . (1979). Change and stability in values and value systems: A sociological perspective. In M. Rokeach (Ed.),Understanding human values (pp. 15–46). Free Press.
- Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/https://doi.org/10.1037/0022-0663.81.3.329