Abstract
When students enter lecture halls and seminars, they enter with various dispositions and may entertain a range of beliefs. Such beliefs may also be socially shared by their discipline or academic community (Lonka & Lindblom-Ylänne 1996; Mäkinen, Olkinuora, & Lonka 2004). These dispositions may contribute to engaging or disengaging interaction with the academic environment in question.
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Ketonen, E., Lonka, K. (2013). How are Situational Academic Emotions Related to Teacher Students’ General Learning Profiles?. In: Tirri, K., Kuusisto, E. (eds) Interaction in Educational Domains. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-395-9_9
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DOI: https://doi.org/10.1007/978-94-6209-395-9_9
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