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1. |
Record Nr. |
UNINA9910458642903321 |
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Titolo |
Emotion in education [[electronic resource] /] / [edited by] Paul A. Schutz, Reinhard Pekrun |
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Pubbl/distr/stampa |
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Amsterdam ; ; Boston, : Academic Press, c2007 |
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ISBN |
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1-281-00358-1 |
9786611003586 |
0-08-047504-3 |
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Descrizione fisica |
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1 online resource (363 p.) |
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Collana |
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Altri autori (Persone) |
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SchutzPaul A |
PekrunReinhard <1952-> |
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Disciplina |
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Soggetti |
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Educational psychology |
Affective education |
Emotions in children |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di contenuto |
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Front Cover; Emotion in Education; Copyright Page; Dedication Page; Contents; Contributors; Preface; Part I Introduction; Chapter 1: Introduction to Emotion in Education; References; Part II Theoretical Perspectives on Emotions in Education; Chapter 2: The Control-Value Theory of Achievement Emotions: An Integrative Approach to Emotions in Education; Overview of The Control-value Theory; Control, Values, and Emotions: Linkages Between Appraisals and Affect; Corollaries and Extensions of the Theory; Implications for Educational Practice; Conclusion; References |
Chapter 3: Understanding Students' Affective Processes in the Classroom The Dual Processing Self-regulation Model; Studying Affect in the Classroom; Goal Pursuit, Perception of Obstacles, and Goal Frustration; Exploring the Effect of Positive and Negative Affect on Self-assessment and Effort; Testing Our Hypotheses; What can be Learned from these Results?; Study 2: Testing the Model in other School Subjects; What can be Learned from this Study?; References; Chapter 4: Emotion in the Hierarchical Model of Approach-Avoidance Achievement |
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Motivation |
The Hierarchical Model of Approach-Avoidance Achievement Motivation Research Linking General Affective Dispositions to Achievement Goals; Research Linking Achievement Goals to Distinct Affect; Linking Achievement Goals and Perceived Success/Failure Outcomes to Distinct Emotions; Summary and Conclusions; References; Chapter 5: Examining Emotional Diversity in the Classroom: An Attribution Theorist Considers the Moral Emotions; Assuming Emotions are Intrapsychic as Opposed to Social Phenomena; Characteristics of Emotions in (and out of) the Classroom; An Attributional Approach to Emotions |
Summary of the Moral Emotions Some Concluding Remarks; References; Chapter 6: A Macro Cultural-Psychological Theory of Emotions; Macro Cultural Factors are the Basis of General Features of Psychological Phenomena; Macro Cultural Factors are the Basis of Emotions' Specific Content; Practical Applications of the Macro Cultural Theory of Emotions to Education; Conclusion; References; Part III Student's Emotions in Educational Contexts; Chapter 7: The Role of Affect in Student Learning: A Multi-Dimensional Approach to Considering the Interaction of Affect, Motivation, and Engagement |
A Multi-dimensional Model of Affect Integrating Affect, Motivation, and Engagement; Does Affect Mediate the Relation Between Achievement Goals and Engagement?; Future Directions; Conclusion; References; Chapter 8: A Dynamical Systems Perspective Regarding Students' Learning Processes: Shame Reactions and Emergent Self-Organizations; Dynamical Systems Approach to Understanding Students' Learning, Motivation, Emotions, and Self-regulation Processes; Control and Value: Higher-order Properties of Cognitions, Emotions, and Motivations; Dynamical Systems Theory and the Example of Academic Shame |
Conclusion and Discussion |
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Sommario/riassunto |
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This edited book examines some of the current inquiry related to the study of emotions in educational contexts. There has been a notable increased interest in educational research on emotions.Emotion in Education represents some of the most exciting and current research on emotions and education, and has the potential to impact research in this area. This combination of variety, timeliness, potential for transformation of the field, and uniqueness make this a ""must-have"" resource for academics in the fields of education, educational psychology, emotion psychology, cultural psy |
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2. |
Record Nr. |
UNINA9910798534603321 |
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Autore |
Parsons Nicholas L. |
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Titolo |
Meth mania : a history of methamphetamine / / Nicholas L. Parsons |
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Pubbl/distr/stampa |
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Boulder, Colorado : , : Lynne Rienner Publishers, Incorporated, , [2014] |
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©2014 |
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ISBN |
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Descrizione fisica |
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1 online resource (256 p.) |
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Collana |
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Social problems, social constructions |
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Disciplina |
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Soggetti |
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Methamphetamine - United States |
Methamphetamine abuse - United States |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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From wonder drug to public health menace -- Early drug use -- The emergence of amphetamines -- The first scare : speed freaks -- The second scare : ice -- The third scare : crystal meth -- Context and consequences -- New panics, new approaches. |
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Sommario/riassunto |
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Ice. Methedrine. Crank. Crystal. Whatever its guise, the social and political contexts of methamphetamine share a certain uniqueness. Nicholas Parsons chronicles the history and mythology of methamphetamine in the United States from the 1940s--when it was hailed as a wonder drug--to the present. In an intriguing analysis, he also makes an important contribution to our understanding of the social construction of social problems. |
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