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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.
 
# 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
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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.
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
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# 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]]
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