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Emotional experiences during learning: Multiple, situated and dynamic

Efklides, A. and Volet, S. (2005) Emotional experiences during learning: Multiple, situated and dynamic. Learning and Instruction, 15 (5). pp. 377-380.

Link to Published Version: http://dx.doi.org/10.1016/j.learninstruc.2005.07.0...
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Abstract

This special issue originated from the invited symposium of the EARLI Special Interest Group “Motivation and Emotion” in Padova, Italy, 2003. It was enriched with papers from colleagues who also had work relevant to the significance of emotional experiences in learning situations. The role of feelings and emotions in the learning process (Pekrun, Goetz, Titz, & Perry, 2002), their effect on engagement in learning, self-regulation, and appraisal of learning performance and outcomes ( [Efklides, 2001] and [Sansone and Harackiewicz, 1996]), and their negative as well as their positive nature and effects (Krapp, 1999) have received increased attention in recent years. The aim of this special issue is to highlight the relevance and importance of multiple forms of affect in learning situations, their situatedness at the person–context interface, and their dynamic nature at different stages of the learning process. The rationale that guided the initiative for this special issue is outlined below. The prospects and the potential of work on emotions for understanding the complexity of the learning process is pointed out by the two commentators, Carol Sansone and Reinhard Pekrun, who offer incisive and inspiring discussion of the articles.

Publication Type: Journal Article
Murdoch Affiliation: School of Education
Publisher: Elsevier BV
Copyright: 2005 Elsevier Ltd
Notes: Editorial
URI: http://researchrepository.murdoch.edu.au/id/eprint/8131
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