Emotion in Education

Emotions are a part of the school context, influencing the teaching and learning process. Students and teachers both may be bored, happy, angry, excited, and these emotions influence their perceptions and behavior. Only recently has there been a dramatic increase in the research in this area. Emotion in Education summarizes worldwide research, including both experimental research and field studies, quantitative and qualitative inquiry methods, and across a variety of educational settings.

Contributors	p. xi
Preface	p. xiii
Introduction
Introduction to Emotion in Education	p. 3
Theoretical Perspectives on Emotions in Education
The Control-Value Theory of Achievement Emotions: An Integrative Approach to Emotions in Education	p. 13
Understanding Students' Affective Processes in the Classroom	p. 37
Emotion in the Hierarchical Model of Approach-Avoidance Achievement Motivation	p. 57
Examining Emotional Diversity in the Classroom: An Attribution Theorist Considers the Moral Emotions	p. 75
A Macro Cultural-Psychological Theory of Emotions	p. 89
Students' Emotions in Educational Contexts
The Role of Affect in Student Learning: A Multi-Dimensional Approach to Considering the Interaction of Affect, Motivation, and Engagement	p. 107
A Dynamical Systems Perspective Regarding Students' Learning Processes: Shame Reactions and Emergent Self-Organizations	p. 125
Being and Feeling Interested: Transient State, Mood, and Disposition	p. 147
Test Anxiety in Educational Contexts: Concepts, Findings, and Future Directions	p. 165
Students' Emotions: A Key Component of Self-Regulated Learning?	p. 185
The Impact of Race and Racism on Students' Emotions: A Critical Race Analysis	p. 205
Teachers' Emotions in Educational Contexts
Teacher Identities, Beliefs, and Goals Related to Emotions in the Classroom	p. 223
Scaffolding Emotions in Classrooms	p. 243
Teachers' Anger, Frustration, and Self-Regulation	p. 259
"There's No Place for Feeling Like This in the Workplace": Women Teachers' Anger in School Settings	p. 275
The Power and Politics of Emotions in Teaching	p. 293
Implications and Future Directions
Where Do We Go from Here? Implications and Future Directions for Inquiry on Emotions in Education	p. 313
Index	p. 333
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