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

PAOLA VERÓNICA PAOLONI

Electronic Journal of Research in Educational Psychology

Education & Psychology, Universidad de Almería y El Ilustre Colegio Oficial de Psicología de Andalucía Oriental

Lugar: Almería; Año: 2014 vol. 12 p. 567 - 596

1696-2095

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.