Publikation: Emotions, learning and achievement from an educational-psychological perspective
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2003
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MAYRING, Philipp, ed., Christoph VON RHOENECK, ed.. Learning emotions : the influence of affective factors on classroom learning. Frankfurt am Main: Peter Lang, 2003, pp. 9-28. ISBN 3-631-39903-0
Zusammenfassung
In this chapter, we will highlight the importance of emotions in learning and achievement settings from an educational-psychological perspective. After defining what emotions are, and academcic emotions in particular, we focus on taxonomies of emotions, their frequency of occurence, their domain-specificity, and measurement issues. By means of a social-cognitive, control-value model of emotions, learning, and achievement, we describe the main antecedents of emotions and their impact on learning and achievement. In sum, this chapter illustrates the significance of learning-related emotions in educational settings, and attempts to provide meaningful answers to some of the questions raised above from an educational-psychological perspective.
Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
150 Psychologie
Schlagwörter
achievement emotions, emotions, school, learning, education
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GÖTZ, Thomas, Anne ZIRNGIBL, Reinhard PEKRUN, Nathan HALL, 2003. Emotions, learning and achievement from an educational-psychological perspective. In: MAYRING, Philipp, ed., Christoph VON RHOENECK, ed.. Learning emotions : the influence of affective factors on classroom learning. Frankfurt am Main: Peter Lang, 2003, pp. 9-28. ISBN 3-631-39903-0BibTex
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title={Emotions, learning and achievement from an educational-psychological perspective},
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publisher={Peter Lang},
address={Frankfurt am Main},
booktitle={Learning emotions : the influence of affective factors on classroom learning},
pages={9--28},
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