Emotions, learning and achievement from an educational-psychological perspective

Abstract

In this chapter, we will highlight the importance of emotions in learning and achievement settings from an educational-psychological perspective. After defining what emotions are, and academcic emotions in particular, we focus on taxonomies of emotions, their frequency of occurence, their domain-specificity, and measurement issues. By means of a social-cognitive, control-value model of emotions, learning, and achievement, we describe the main antecedents of emotions and their impact on learning and achievement. In sum, this chapter illustrates the significance of learning-related emotions in educational settings, and attempts to provide meaningful answers to some of the questions raised above from an educational-psychological perspective.

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