Introduction to Emotion in Education

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Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES) (2012, background): “…whereas research on emotions in older students has been growing in recent years (Efklides & Volet, 2005; Linnenbrink, 2006; Linnenbrink-Garcia & Pekrun, 2011; Schutz & Pekrun, 2007), empirical evidence on the achievement emotions experienced by elementary school children is largely lacking to date.”
Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: A cross-cultural study of Iranian and Iraqi students’ perceptions (2021, background): “…relationships and rapport can bring about the promotion of students’ learning, motivation, communication self-confidence, the fulfillment of their hunger for emotional support, and their desire for pleasant conditions for learning, among other benefits (Fallah, 2014; Schutz & Pekrun, 2007).”
The Relations of Temperamental Effortful Control and Anger/Frustration to Chinese Children's Academic Achievement and Social Adjustment: A Longitudinal Study (2010, background): “There is a growing literature on the role of affective state (mood) in children’s learning and academic development (Schutz & Pekrun, 2007).”