Emotions in Academic Contexts: Theoretical Perspectives and Implications for Educational Practice in College

Autor/in	Paoloni, Paola Verónica Rita
Titel	Emotions in Academic Contexts: Theoretical Perspectives and Implications for Educational Practice in College
Quelle	In: Electronic Journal of Research in Educational Psychology, 12 (2014) 3, S.567-595 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Psychological Patterns; Educational Psychology; Theories; Academic Achievement; Higher Education; Educational Practices + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Theory; Theorie; Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungspraxis
Abstract	Although emotions have the potential to influence the processes of teaching and learning, its research in educational contexts emerges slowly and piecemeal. This article seeks to contribute to clarify a field of Educational Psychology that promises contributions to design instructional environments that promote beneficial emotions to learning. First, it shows the complexity of emotion as a multidimensional construct. Second, traditional perspectives and emerging approaches are presented. Third, develops key aspects of the theory of achievement emotions by Pekrun et al. Finally, possible implications for educational practice and viable horizons for future research are provided. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10