Introduction: Emotions in Education

By P. Schutz, S. Lanehart. 2002

380 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/46537d6a26713ed2d47defa5a5520e9e14bb3cc2

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

The Role of Life Satisfaction in Predicting Student Engagement and Achievement (2015, background): “Though negative emotions may have some adaptive functioning, research does suggest without the presence of positive emotions they may have more deleterious effects (Fredrickson et al. 2000; Pekrun and Linnenbrink-Garcia 2014).”
Teachers’ emotional labour, discrete emotions, and classroom management self-efficacy (2018, background): “Schutz and Lanehart (2002) argued that ‘emotions are intimately involved in virtually every aspect of the teaching and learning process and, therefore, an understanding of the nature of emotions within the school context is essential’ (p. 199).”
Positive Psychology and Positive Education: Old Wine in New Bottles? (2012, background): “Third, in the last few years, educational psychology has seen an unprecedented upsurge of interest in emotions as intimately involved in virtually every aspect of the teaching and learning process (Schutz & Lanehart, 2002).”
Reflecting on Social Emotional Learning: A Critical Perspective on Trends in the United States (2009, background): “…and Internet sources.1 This literature, which seeks to disseminate recommended practices and programs addressing emotional learning in schools, is a distinct outgrowth of a more general and rapidly expanding field of academic research concerned with emotions in education (Schutz & Lanehart, 2002).”
The complex relationship between emotions, approaches to learning, study success and study progress during the transition to university (2016, background): “Research on learning and emotions has advanced in leaps and bounds in recent years, and their influence on learning and motivation is well acknowledged (Pekrun and Linnenbrink-Garcia 2014).”
Emotions and motivation in mathematics education: theoretical considerations and empirical contributions (2017, background): “Regardless of their critical importance for scientific progress and several calls for more intervention studies, intervention research targeting emotions and motivation in education has been slow to emerge (Pekrun and Linnenbrink-Garcia 2014b).”
What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. (2014, background): “…years, there has been growing interest in the role of positive emotions in academic settings, as demonstrated in four special issues (Efklides & Volet, 2005; Linnenbrink, 2006; Linnenbrink-Garcia & Pekrun, 2011; Schutz & Lanehart, 2002) and in the book Emotion in Education (Schutz & Pekrun, 2007).”