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(Página creada con «{{Título}} {{Like}} # Boekaerts, M. (1993). Anger in relation to school learning. Learning and Instruction, 3, 269-280. # D’Mello, S.K., & Graesser, A.C. (2012). Dynamic...») |
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# Linnenbrink, E.A., & Pintrich, P.R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37, 69-78. | # Linnenbrink, E.A., & Pintrich, P.R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37, 69-78. | ||
# Linnenbrink-Garcia, L., Rogat, T.K., & Koskey, K.L.K. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36, 13-24. | # Linnenbrink-Garcia, L., Rogat, T.K., & Koskey, K.L.K. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36, 13-24. | ||
| − | # Matthews, G., Zeidner, M., & Roberts, R.D. (2002). Emotional | + | # Matthews, G., Zeidner, M., & Roberts, R.D. (2002). Emotional intelligence: Science and myth. Cambridge, MA: MIT Press. Meyer, D.K., & Turner, J.C. (2002). Discovering emotion in classroom motivation research. Educational Psychologist, 37, 107-114. |
| − | intelligence: Science and myth. Cambridge, MA: MIT Press. | + | # Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341. |
| − | Meyer, D.K., & Turner, J.C. (2002). Discovering emotion in | + | # Pekrun, R., Elliot, A.J., & Maier, M.A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101, 115-135. |
| − | classroom motivation research. Educational Psychologist, 37, 107- | + | # Pekrun, R., & Linnenbink-Garcia, L. (2012). Academic emotions and student engagement. In: S.L. Christenson, A.L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 259-282). New York, NY: Springer. |
| − | 114. | + | # Pekrun, R. et al. (2002). Academic emotions in students’ selfregulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91-106. |
| − | Pekrun, R. (2006). The control-value theory of achievement | + | # Schutz, P.A., & Pekrun, R. (Eds.). (2007). Emotion in education. San Diego, CA: Academic Press. |
| − | emotions: Assumptions, corollaries, and implications for | + | # Schutz, P.A., & Zembylas, M. (Eds.). (2009). Advances in teacher emotion research: The impact on teachers’ lives. New York, NY: Springer. |
| − | educational research and practice. Educational Psychology Review, | + | # Thompson, D., Hughes, M., & Terrell, J. (Eds.). (2009). The handbook of developing emotional and social intelligence: Best practices, case studies, and tools. New York, NY: Pfeiffer. |
| − | 18, 315-341. | + | # Turner, J.E., & Schallert, D.L. (2001). Expectancy-value relationships of shame reactions and shame resiliency. Journal of Educational Psychology, 93, 320-329. |
| − | Pekrun, R., Elliot, A.J., & Maier, M.A. (2009). Achievement goals | + | # Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573. |
| − | and achievement emotions: Testing a model of their joint | + | # Weiner, B. (2007). Examining emotional diversity on the classroom: An attribution theorist considers the moral emotions. In: P. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 75-88). San Diego, CA: Academic Press. |
| − | relations with academic performance. Journal of Educational | + | # Zeidner, M. (1998). Test anxiety: the state of the art. New York, NY: Plenum. |
| − | Psychology, 101, 115-135. | ||
| − | Pekrun, R., & Linnenbink-Garcia, L. (2012). Academic emotions and | ||
| − | student engagement. In: S.L. Christenson, A.L. Reschly, & | ||
| − | C. Wylie (Eds.), Handbook of research on student engagement | ||
| − | (pp. 259-282). New York, NY: Springer. | ||
| − | Pekrun, R. et al. (2002). Academic emotions in students’ selfregulated | ||
| − | learning and achievement: A program of quantitative | ||
| − | and qualitative research. Educational Psychologist, 37, 91-106. | ||
| − | Schutz, P.A., & Pekrun, R. (Eds.). (2007). Emotion in education. San | ||
| − | Diego, CA: Academic Press. | ||
| − | Schutz, P.A., & Zembylas, M. (Eds.). (2009). Advances in teacher | ||
| − | emotion research: The impact on teachers’ lives. New York, NY: | ||
| − | Springer. | ||
| − | Thompson, D., Hughes, M., & Terrell, J. (Eds.). (2009). The | ||
| − | handbook of developing emotional and social intelligence: Best | ||
| − | practices, case studies, and tools. New York, NY: Pfeiffer. | ||
| − | Turner, J.E., & Schallert, D.L. (2001). Expectancy-value relationships | ||
| − | of shame reactions and shame resiliency. Journal of Educational | ||
| − | Psychology, 93, 320-329. | ||
| − | Weiner, B. (1985). An attributional theory of achievement motivation | ||
| − | and emotion. Psychological Review, 92, 548-573. | ||
| − | Weiner, B. (2007). Examining emotional diversity on the classroom: | ||
| − | An attribution theorist considers the moral emotions. In: | ||
| − | P. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 75-88). | ||
| − | San Diego, CA: Academic Press. | ||
| − | Zeidner, M. (1998). Test anxiety: the state of the art. New York, NY: | ||
| − | Plenum. | ||
[[Categoría:Herramientas]] | [[Categoría:Herramientas]] | ||
Revisión del 01:08 21 sep 2017
- Boekaerts, M. (1993). Anger in relation to school learning. Learning and Instruction, 3, 269-280.
- D’Mello, S.K., & Graesser, A.C. (2012). Dynamics of affective states during complex learning. Learning and Instruction, 22, 145-157.
- Farrington, D.P., & Tofi, M.M. (2009). School-based programs to reduce bullying and victimization. Oslo, Norway: The Campbell Collaboration. (Campbell Systematic Reviews 2009:6). Available online at: www.campbellcollaboration.org
- Frenzel, A.C. et al. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101, 705-716.
- Goetz, T. et al.. (2007). Between- and within-domain relations of students’ academic emotions. Journal of Educational Psychology, 99, 715-733.
- Gross, J. (1998). Antecedent- and response-focused emotion regulation: Divergent consequences for experience, expression, and physiology. Journal of Personality and Social Psychology, 74, 224-237.
- Hulleman, C.S., & Harackiewicz, J.M. (2009). Promoting interest and performance in high school science classes. Science, 326, 1410-1412.
- Johnson, D.W., & Johnson, R.T. (1974). Instructional goal structure: Cooperative, competitive or individualistic. Review of Educational Research, 4, 213-240.
- Lewis, M., Haviland-Jones, J.M., & Feldman Barrett, L. (Eds.). (2008). Handbook of emotions (3rd ed.). New York, NY: Guilford Press.
- Linnenbrink, E.A. (2007). The role of affect in student learning: A multi-dimensional approach to considering the interaction of affect, motivation, and engagement. In: P.A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 107-124). San Diego, CA: Academic Press.
- Linnenbrink, E.A., & Pintrich, P.R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37, 69-78.
- Linnenbrink-Garcia, L., Rogat, T.K., & Koskey, K.L.K. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36, 13-24.
- Matthews, G., Zeidner, M., & Roberts, R.D. (2002). Emotional intelligence: Science and myth. Cambridge, MA: MIT Press. Meyer, D.K., & Turner, J.C. (2002). Discovering emotion in classroom motivation research. Educational Psychologist, 37, 107-114.
- Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341.
- Pekrun, R., Elliot, A.J., & Maier, M.A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101, 115-135.
- Pekrun, R., & Linnenbink-Garcia, L. (2012). Academic emotions and student engagement. In: S.L. Christenson, A.L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 259-282). New York, NY: Springer.
- Pekrun, R. et al. (2002). Academic emotions in students’ selfregulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91-106.
- Schutz, P.A., & Pekrun, R. (Eds.). (2007). Emotion in education. San Diego, CA: Academic Press.
- Schutz, P.A., & Zembylas, M. (Eds.). (2009). Advances in teacher emotion research: The impact on teachers’ lives. New York, NY: Springer.
- Thompson, D., Hughes, M., & Terrell, J. (Eds.). (2009). The handbook of developing emotional and social intelligence: Best practices, case studies, and tools. New York, NY: Pfeiffer.
- Turner, J.E., & Schallert, D.L. (2001). Expectancy-value relationships of shame reactions and shame resiliency. Journal of Educational Psychology, 93, 320-329.
- Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573.
- Weiner, B. (2007). Examining emotional diversity on the classroom: An attribution theorist considers the moral emotions. In: P. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 75-88). San Diego, CA: Academic Press.
- Zeidner, M. (1998). Test anxiety: the state of the art. New York, NY: Plenum.