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Autor/inBen-Eliyahu, Adar
TitelAcademic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle
QuelleIn: Educational Psychologist, 54 (2019) 2, S.84-105 (22 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0046-1520
DOI10.1080/00461520.2019.1582345
SchlagwörterEmotional Development; Emotional Intelligence; Psychological Patterns; Learning Processes; Independent Study; Learning Strategies; Models; Metacognition; Learning Motivation; Motivation Techniques; Learner Engagement
AbstractThe aim of this article is to map the academic emotional learning cycle from a theoretical and practical perspective through the lens of self-regulated learning. Focusing on the learner, a further iteration of the emotional dimension of the integrated self-regulated learning model is articulated by considering within-individual components (i.e., the intraindividual system). Academic emotions are considered an important component of learning that, along with intellectual behavioral-cognitive goals, should be explicit targets of learning. An emotional learning cycle is presented, according to which broader affective inclinations--the expectation to experience certain affect or emotion--shape the relations between emotions and self-regulated emotions that occur during a learning episode. Strategies for self-regulated emotions are outlined in light of the need for more research in this field, along with proposed future directions for research and educational implications. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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