Emotions in Academic Contexts. Theoretical perspectives and implications for educational practice in college

Abstract

Although emotions have the potential to influence the processes of teaching and learning, its research in educational contexts emerge slowly and piecemeal. This article seeks to contribute to clarify a field of Educational Psychology that promises contributions to design instructional environments promoters of beneficial emotions to learning. First, it shows the complexity of emotion as a multidimensional construct. Second, presents traditional perspectives and emerging approaches identified in their studie. Third, developments central aspects of achievement emotions theory, understood as promising alternative that integrates emerging trends in the field. Finally, provide possible implications for educational practice and viable horizons where future research could run.