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Conducted in a teacher-education college “Learning Processes” course from 2010–2013 (N=70), the research uses questionnaires, a designated ERE, and observations. Analysis identified two main approaches (“objecting” and “agreeing”), yielding six academic emotional user types and showing that motivational components are central to academic emotions and ERE use willingness.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/students-facing-examples-making-the-unseen-visible-in-an-example-rich-environment-ere-an-emotional-perspective/592716/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/students-facing-examples-making-the-unseen-visible-in-an-example-rich-environment-ere-an-emotional-perspective/592716.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the study on learning in an Example-Rich Environment (ERE)?","Question",{"text":112,"@type":113},"The study examines the emotional aspects that accompany learning in an ERE when students use examples created in previous years.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted and what data sources were used?",{"text":117,"@type":113},"The qualitative study ran from 2010 to 2013 in a teacher-education course and used four questionnaires, a designated ERE, and observations.",{"name":119,"@type":110,"acceptedAnswer":120},"What emotional user types were identified, and how were they derived?",{"text":121,"@type":113},"Content analysis revealed two main approaches—“objecting” and “agreeing”—which led to identification of six academic emotional types of ERE users.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592716,1792188721,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Students Facing Examples: Making the Unseen Visible Learning in an Example-Rich Environment (ERE) -An Emotional Perspective  \nBy Hava Greensfeld􀀍  \nEfrat Nevo†  \nThe purpose of our qualitative study was to explore the emotional aspects that accompany learning in an Example-Rich Environment, ERE, through the use of examples created by students in previous years. The study was conducted within the framework of the \"Learning Processes\" academic course at a teacher-education college, from 2010 to 2013 (N=70). The research tools were four questionnaires, a designated ERE, and observations. We adopted a unique pedagogical strategy. We determined in advance when the students could study the ERE. The students began each task by constructing an initial version; they were then asked to improve it through the study of the ERE. Content analysis revealed two main approaches: the\"objecting\" approach and the \"agreeing\" approach; these led to identification of six academic emotional types of users of the ERE. The extent to which examples were actually used or not used was examined via the dimension of each type’s achievement goals. Our research highlighted the central importance of the motivational component in all that concerns academic emotions. The findings may aid in characterizing variation among learners in online environments and to explain their level of willingness to use ERE.  \nKeywords: academic emotions, achievement goals, learning through example  \nIntroduction  \nUnderstanding learning processes in an example-based environment is of interest to scholars from various disciplines. This qualitative study presents the missing perspective: the emotional aspects that accompany learning in an example-based environment. Students in the school environment experience a myriad of emotions on a daily basis (Hargreaves, 2000; Pekrun, Goetz, Titz & Perry, 2002; Zeidner, 2007) . These include enjoyment, pride, curiosity, interest, anxiety, anger, envy, frustration, and boredom. Less attention has been given to other emotions (besides anxiety), which are manifested during learning experiences, and researchers have attached only minimal importance to other emotional processes and their implications (Pekrun & Frese, 1992; Pekrun, Goetz, Titz & Perry, 2002) .  \n􀀍 Head of Research Unit, Michlala, Jerusalem College, Israel.  \n† Teacher Educator, Michlala, Jerusalem College, Israel.  \n[https://doi.org/10.30958/aje.4-1-2](https://doi.org/10.30958/aje.4-1-2) doi=10.30958/aje.4-1-2  \nAcademic Emotions  \nAs research into emotions in an educational context has expanded, Pekrunet al. (2002) used the concept of academic emotions to define emotions directly related to students’ processes of studying, classroom instruction, and scholastic achievement. Accordingly, academic emotions will include a diversity of emotions experienced at school or university in the context of academic achievement, beyond the sense of failure or success. Pekrun et al. (2002) found that academic emotions were significantly and directly linked to five factors: the student’s motivation, learning strategy, cognitive resources, self-regulation, and academic achievement; these factors were found to be related to the student’s personality and previous learning experiences. They found that students in academic systems experience a rich diversity of emotions. Anxiety was frequently reported, but positive emotions were described no less frequently than negative emotions.  \nOver the years, several theories have been proposed (Meyer & Turner, 2006) to explain the link between emotions and complex learning situations: a. the academic risk theory, which refers to students who are willing to take on challenging learning experiences that demand readiness to risk failure, and require the ability to control negative emotions. These are contrasted with cautious students, who choose easy tasks (Zocco, 2009); b. goal theory, which emphasizes the role of achievement: goals will evoke either positive emot","cbCaiajQJdvavW6C","https://ap.wps.com/l/cbCaiajQJdvavW6C","pdf",739085,18,"English","# Introduction\n## Academic Emotions\n## Example-Based Learning","[{\"question\":\"What is the focus of the study on learning in an Example-Rich Environment (ERE)?\",\"answer\":\"The study examines the emotional aspects that accompany learning in an ERE when students use examples created in previous years.\"},{\"question\":\"How was the research conducted and what data sources were used?\",\"answer\":\"The qualitative study ran from 2010 to 2013 in a teacher-education course and used four questionnaires, a designated ERE, and observations.\"},{\"question\":\"What emotional user types were identified, and how were they derived?\",\"answer\":\"Content analysis revealed two main approaches—“objecting” and “agreeing”—which led to identification of six academic emotional types of ERE users.\"}]","Students Facing Examples - Making the Unseen Visible in an Example-Rich Environment (ERE) - An Emotional Perspective | PDF",1792075200,45]