Our results indicate that assignments incorporating these elements can support student affect and result in students’ perceived learning, but that there should be careful consideration of the relevance of the chosen contexts with respect to the interests of the students enrolled in the course and the complexity of the contexts. Journal of Personality and Social Psychology, Vol 60(3), Mar 1991, 456-470. ![]() We identified how the authentic contexts and peer interactions incorporated into two Writing-to-Learn assignments supported students’ interactions with the assignments and course content by analyzing student interviews and supported by feedback survey responses. ![]() Q1 (green) comprises the quarter of the journals. In addition, students engage in the processes of peer review and revision to support their learning. The set of journals have been ranked according to their SJR and divided into four equal groups, four quartiles. Romanticism Past and Present (1981 - 1986) Milton. Nineteenth-Century Contexts: An Interdisciplinary Journal (1987 - current) Formerly known as. These assignments incorporate rhetorical elements-an authentic context, role, genre, and audience-to support student interest and demonstrate the relevance of the content. Browse the list of issues and latest articles from Nineteenth-Century Contexts. Contexts is a quarterly magazine that makes cutting-edge social research accessible to general readers. Herein, we describe a study focused on how Writing-to-Learn assignments situate organic chemistry content within relevant contexts and incorporate social elements to support positive student interactions with organic chemistry. Journals Journal of Services Marketing Volume 20 Issue 4 The impact of affect on service quality and satisfaction: the moderation of service contexts To read this content please select one of the options below: Add to cart (excl. Students’ recognition of the relevance of the content they are learning and interactions with their peers can support their motivation to learn. ![]() Student affect is an important factor in the learning process and may be especially important in gateway courses such as organic chemistry. A clear conceptual definition of attributes of family functioning based on concept analysis could act as a guide in the development of instruments to assess family functioning, the design of family-based interventions and their application in clinical practice.
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