Cambios

# 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]]