Emotions in Academic Contexts. Theoretical perspectives and implications for educational practice in college

Autores
Paoloni, Paola Veronica Rita
Año de publicación
2014
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Although emotions have the potential to influence the processes of teaching and learning, its research in educational contexts emerge slowly and piecemeal. This article seeks to contribute to clarify a field of Educational Psychology that promises contributions to design instructional environments promoters of beneficial emotions to learning. First, it shows the complexity of emotion as a multidimensional construct. Second, presents traditional perspectives and emerging approaches identified in their studie. Third, developments central aspects of achievement emotions theory, understood as promising alternative that integrates emerging trends in the field. Finally, provide possible implications for educational practice and viable horizons where future research could run.
Fil: Paoloni, Paola Veronica Rita. Universidad Nacional de Río Cuarto; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Materia
ACHIEVEMENT EMOTIONS
PERSPECTIVES OF STUDY
EDUCATIONAL IMPLICANTIONS
UNIVERSITY
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/101029
Acceder
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network_name_str CONICET Digital (CONICET)
spelling Emotions in Academic Contexts. Theoretical perspectives and implications for educational practice in collegePaoloni, Paola Veronica RitaACHIEVEMENT EMOTIONSPERSPECTIVES OF STUDYEDUCATIONAL IMPLICANTIONSUNIVERSITYhttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5https://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5Although emotions have the potential to influence the processes of teaching and learning, its research in educational contexts emerge slowly and piecemeal. This article seeks to contribute to clarify a field of Educational Psychology that promises contributions to design instructional environments promoters of beneficial emotions to learning. First, it shows the complexity of emotion as a multidimensional construct. Second, presents traditional perspectives and emerging approaches identified in their studie. Third, developments central aspects of achievement emotions theory, understood as promising alternative that integrates emerging trends in the field. Finally, provide possible implications for educational practice and viable horizons where future research could run.Fil: Paoloni, Paola Veronica Rita. Universidad Nacional de Río Cuarto; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaUniversidad de Almería2014-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/101029Paoloni, Paola Veronica Rita; Emotions in Academic Contexts. Theoretical perspectives and implications for educational practice in college; Universidad de Almería; Electronic Journal of Research in Educational Psychology; 12; 3; 12-2014; 567-5961696-20951696-2095CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/http://ojs.ual.es/ojs/index.php/EJREP/article/view/1627info:eu-repo/semantics/altIdentifier/doi/10.25115/ejrep.34.14082info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-03T10:01:29Zoai:ri.conicet.gov.ar:11336/101029instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-03 10:01:30.198CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Emotions in Academic Contexts. Theoretical perspectives and implications for educational practice in college
title Emotions in Academic Contexts. Theoretical perspectives and implications for educational practice in college
spellingShingle Emotions in Academic Contexts. Theoretical perspectives and implications for educational practice in college
Paoloni, Paola Veronica Rita
ACHIEVEMENT EMOTIONS
PERSPECTIVES OF STUDY
EDUCATIONAL IMPLICANTIONS
UNIVERSITY
title_short Emotions in Academic Contexts. Theoretical perspectives and implications for educational practice in college
title_full Emotions in Academic Contexts. Theoretical perspectives and implications for educational practice in college
title_fullStr Emotions in Academic Contexts. Theoretical perspectives and implications for educational practice in college
title_full_unstemmed Emotions in Academic Contexts. Theoretical perspectives and implications for educational practice in college
title_sort Emotions in Academic Contexts. Theoretical perspectives and implications for educational practice in college
dc.creator.none.fl_str_mv Paoloni, Paola Veronica Rita
author Paoloni, Paola Veronica Rita
author_facet Paoloni, Paola Veronica Rita
author_role author
dc.subject.none.fl_str_mv ACHIEVEMENT EMOTIONS
PERSPECTIVES OF STUDY
EDUCATIONAL IMPLICANTIONS
UNIVERSITY
topic ACHIEVEMENT EMOTIONS
PERSPECTIVES OF STUDY
EDUCATIONAL IMPLICANTIONS
UNIVERSITY
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Although emotions have the potential to influence the processes of teaching and learning, its research in educational contexts emerge slowly and piecemeal. This article seeks to contribute to clarify a field of Educational Psychology that promises contributions to design instructional environments promoters of beneficial emotions to learning. First, it shows the complexity of emotion as a multidimensional construct. Second, presents traditional perspectives and emerging approaches identified in their studie. Third, developments central aspects of achievement emotions theory, understood as promising alternative that integrates emerging trends in the field. Finally, provide possible implications for educational practice and viable horizons where future research could run.
Fil: Paoloni, Paola Veronica Rita. Universidad Nacional de Río Cuarto; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
description Although emotions have the potential to influence the processes of teaching and learning, its research in educational contexts emerge slowly and piecemeal. This article seeks to contribute to clarify a field of Educational Psychology that promises contributions to design instructional environments promoters of beneficial emotions to learning. First, it shows the complexity of emotion as a multidimensional construct. Second, presents traditional perspectives and emerging approaches identified in their studie. Third, developments central aspects of achievement emotions theory, understood as promising alternative that integrates emerging trends in the field. Finally, provide possible implications for educational practice and viable horizons where future research could run.
publishDate 2014
dc.date.none.fl_str_mv 2014-12
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/101029
Paoloni, Paola Veronica Rita; Emotions in Academic Contexts. Theoretical perspectives and implications for educational practice in college; Universidad de Almería; Electronic Journal of Research in Educational Psychology; 12; 3; 12-2014; 567-596
1696-2095
1696-2095
CONICET Digital
CONICET
url http://hdl.handle.net/11336/101029
identifier_str_mv Paoloni, Paola Veronica Rita; Emotions in Academic Contexts. Theoretical perspectives and implications for educational practice in college; Universidad de Almería; Electronic Journal of Research in Educational Psychology; 12; 3; 12-2014; 567-596
1696-2095
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/http://ojs.ual.es/ojs/index.php/EJREP/article/view/1627
info:eu-repo/semantics/altIdentifier/doi/10.25115/ejrep.34.14082
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidad de Almería
publisher.none.fl_str_mv Universidad de Almería
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.13397

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