Editorial: achievement emotions in university teaching and learning, students' stress and well-being
Current research in achievement emotions, as a topic in Educational Psychology, has meant a paradigm shift, broadening the research panorama to include different motivational-affective variables, going beyond the prevailing research paradigm with an exclusively cognitivism-based focus. It has theref...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universidad de Navarra |
| Repositorio: | Dadun. Depósito Académico Digital de la Universidad de Navarra |
| Idioma: | inglés |
| OAI Identifier: | oai:dnet:dadun_______::a05dacd6f1a7c871b2ef8032822bee6b |
| Acceso en línea: | https://hdl.handle.net/10171/124028 |
| Access Level: | acceso abierto |
| Palabra clave: | Achievement emotions Learning and teaching University Stress Wellbeing |
| Sumario: | Current research in achievement emotions, as a topic in Educational Psychology, has meant a paradigm shift, broadening the research panorama to include different motivational-affective variables, going beyond the prevailing research paradigm with an exclusively cognitivism-based focus. It has therefore stimulated analysis and inquiry into different issues which had not formerly been analyzed with rigor. Six manuscripts have analyzed this problem, providing diverse evidence of the different relationships: Cognitive Test Anxiety, Motivation, and Self-Regulation Through Curvilinear Analyses (Cassady and Finch), Mental Health and Academic Performance (Dekker et al.), Coping Strategies and Self-Efficacy (Freire et al.), Philosophical Inquiry and Students Engage in Learning (Leng), the Perception of Support in the Classroom and students' Motivation and Emotions (Trigueros et al.), and the resilience and creativity (Fan et al.). |
|---|