LEADER 05345nam 2200673Ia 450 001 9910784658003321 005 20230120004619.0 010 $a1-281-00358-1 010 $a9786611003586 010 $a0-08-047504-3 035 $a(CKB)1000000000364052 035 $a(EBL)291662 035 $a(OCoLC)476050535 035 $a(SSID)ssj0000146050 035 $a(PQKBManifestationID)11164943 035 $a(PQKBTitleCode)TC0000146050 035 $a(PQKBWorkID)10182630 035 $a(PQKB)10256061 035 $a(MiAaPQ)EBC291662 035 $a(Au-PeEL)EBL291662 035 $a(CaPaEBR)ebr10371733 035 $a(CaONFJC)MIL100358 035 $a(EXLCZ)991000000000364052 100 $a20061213d2007 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aEmotion in education$b[electronic resource] /$f[edited by] Paul A. Schutz, Reinhard Pekrun 210 $aAmsterdam ;$aBoston $cAcademic Press$dc2007 215 $a1 online resource (363 p.) 225 1 $aEducational Psychology 300 $aDescription based upon print version of record. 311 $a0-12-372545-3 327 $aFront 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 327 $aChapter 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 Motivation 327 $aThe 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 327 $aSummary 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 327 $aA 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 327 $aConclusion and Discussion 330 $aThis edited book examines some of the current inquiry related to the study of emotions in educational contexts. There has been a notable increased interest in educational research on emotions.Emotion in Education represents some of the most exciting and current research on emotions and education, and has the potential to impact research in this area. This combination of variety, timeliness, potential for transformation of the field, and uniqueness make this a ""must-have"" resource for academics in the fields of education, educational psychology, emotion psychology, cultural psy 410 0$aEducational Psychology 606 $aEducational psychology 606 $aAffective education 606 $aEmotions in children 615 0$aEducational psychology. 615 0$aAffective education. 615 0$aEmotions in children. 676 $a370.15/34 701 $aSchutz$b Paul A$01497183 701 $aPekrun$b Reinhard$f1952-$01497184 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910784658003321 996 $aEmotion in education$93722235 997 $aUNINA