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# Boekaerts, M. (1993). Anger in relation to school learning. Learning and Instruction, 3, 269-280.
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# Boekaerts, M. (1993). Anger in relation to school learning. ''Learning and Instruction, 3,'' 269-280.
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# D’Mello, S.K., & Graesser, A.C. (2012). Dynamics of affective states during complex learning. Learning and Instruction, 22, 145-157.
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# D’Mello, S.K., & Graesser, A.C. (2012). Dynamics of affective states during complex learning. ''Learning and Instruction, 22,'' 145-157.
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# 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
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# 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
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#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.
+
#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.
+
# Goetz, T. et al.. (2007). Between- and within-domain relations of students’ academic emotions. ''Journal of Educational Psychology, 99,'' 715-733.
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# 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.
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# 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.
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# Hulleman, C.S., & Harackiewicz, J.M. (2009). Promoting interest and performance in high school science classes. Science, 326, 1410-1412.
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# Hulleman, C.S., & Harackiewicz, J.M. (2009). Promoting interest and performance in high school science classes. ''Science, 326,'' 1410-1412.
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# Johnson, D.W., & Johnson, R.T. (1974). Instructional goal structure: Cooperative, competitive or individualistic. Review of Educational Research, 4, 213-240.
+
# Johnson, D.W., & Johnson, R.T. (1974). Instructional goal structure: Cooperative, competitive or individualistic. ''Review of Educational Research, 4,'' 213-240.
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# Lewis, M., Haviland-Jones, J.M., & Feldman Barrett, L. (Eds.). (2008). Handbook of emotions (3rd ed.). New York, NY: Guilford Press.
+
# Lewis, M., Haviland-Jones, J.M., & Feldman Barrett, L. (Eds.). (2008). ''Handbook of emotions'' (3rd ed.). New York, NY: Guilford Press.
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# 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. (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.
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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.
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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.
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# Linnenbrink-Garcia, L., Rogat, T.K., & Koskey, K.L.K. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36, 13-24.
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# Linnenbrink-Garcia, L., Rogat, T.K., & Koskey, K.L.K. (2011). Affect and engagement during small group instruction. ''Contemporary Educational Psychology, 36,'' 13-24.
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# 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.
+
# Matthews, G., Zeidner, M., & Roberts, R.D. (2002). ''Emotional intelligence: Science and myth.'' Cambridge, MA: MIT Press.  
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# 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 classroom motivation research. ''Educational Psychologist, 37,'' 107-114.
−
# 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. (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., & 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., 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. 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., & 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.
−
# Schutz, P.A., & Pekrun, R. (Eds.). (2007). Emotion in education. San Diego, CA: Academic Press.
+
# 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., & Zembylas, M. (Eds.). (2009). Advances in teacher emotion research: The impact on teachers’ lives. New York, NY: Springer.
+
# Schutz, P.A., & Pekrun, R. (Eds.). (2007). ''Emotion in education.'' San Diego, CA: Academic Press.
−
# 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.
+
# Schutz, P.A., & Zembylas, M. (Eds.). (2009). ''Advances in teacher emotion research: The impact on teachers’ lives.'' New York, NY: Springer.
−
# Turner, J.E., & Schallert, D.L. (2001). Expectancy-value relationships of shame reactions and shame resiliency. Journal of Educational Psychology, 93, 320-329.
+
# 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.
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# Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573.
+
# Turner, J.E., & Schallert, D.L. (2001). Expectancy-value relationships of shame reactions and shame resiliency. ''Journal of Educational Psychology, 93,'' 320-329.
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# 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.
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# Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92,'' 548-573.
−
# Zeidner, M. (1998). Test anxiety: the state of the art. New York, NY: Plenum.
+
# 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.
  
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[[Categoría:Herramientas]]
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[[Categoría:Herramientas]][[Category:Book:Prácticas_educativas_24._Emociones_y_Aprendizaje]]

Revisión actual del 05:53 22 sep 2017


  1. Boekaerts, M. (1993). Anger in relation to school learning. Learning and Instruction, 3, 269-280.
  2. D’Mello, S.K., & Graesser, A.C. (2012). Dynamics of affective states during complex learning. Learning and Instruction, 22, 145-157.
  3. 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
  4. 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.
  5. Goetz, T. et al.. (2007). Between- and within-domain relations of students’ academic emotions. Journal of Educational Psychology, 99, 715-733.
  6. 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.
  7. Hulleman, C.S., & Harackiewicz, J.M. (2009). Promoting interest and performance in high school science classes. Science, 326, 1410-1412.
  8. Johnson, D.W., & Johnson, R.T. (1974). Instructional goal structure: Cooperative, competitive or individualistic. Review of Educational Research, 4, 213-240.
  9. Lewis, M., Haviland-Jones, J.M., & Feldman Barrett, L. (Eds.). (2008). Handbook of emotions (3rd ed.). New York, NY: Guilford Press.
  10. 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.
  11. Linnenbrink, E.A., & Pintrich, P.R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37, 69-78.
  12. Linnenbrink-Garcia, L., Rogat, T.K., & Koskey, K.L.K. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36, 13-24.
  13. Matthews, G., Zeidner, M., & Roberts, R.D. (2002). Emotional intelligence: Science and myth. Cambridge, MA: MIT Press.
  14. Meyer, D.K., & Turner, J.C. (2002). Discovering emotion in classroom motivation research. Educational Psychologist, 37, 107-114.
  15. 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.
  16. 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.
  17. 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.
  18. 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.
  19. Schutz, P.A., & Pekrun, R. (Eds.). (2007). Emotion in education. San Diego, CA: Academic Press.
  20. Schutz, P.A., & Zembylas, M. (Eds.). (2009). Advances in teacher emotion research: The impact on teachers’ lives. New York, NY: Springer.
  21. 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.
  22. Turner, J.E., & Schallert, D.L. (2001). Expectancy-value relationships of shame reactions and shame resiliency. Journal of Educational Psychology, 93, 320-329.
  23. Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573.
  24. 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.
  25. Zeidner, M. (1998). Test anxiety: the state of the art. New York, NY: Plenum.
Conclusiones
Obtenido de «https://cnbguatemala.org/index.php?title=Serie_prácticas_educativas/24._Emociones_y_Aprendizaje/Referencias&oldid=50642»