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Author: Marianne Habib
Publisher: John Wiley & Sons
ISBN: 139415044X
Category : Education
Languages : en
Pages : 274
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Book Description
Emotional processes are increasingly studied in psychology, whether through their modes of expression or through their effect on cognitive processes. While the theorization of the link between emotional and cognitive processes has varied over the centuries, the impact of emotions on cognitive functions is now undeniable and is supported by experimental arguments. Psychological processes are currently considered necessary for, or influenced by, the emergence of emotions. Learning is at the heart of individual development and involves different cognitive processes; the study of the emotional processes at work in a learning situation must of course not be overlooked. This book presents the contributions of different disciplines of psychology in understanding the role of emotional processes in learning situations, from a developmental and whole-life perspective.
Author: Marianne Habib
Publisher: John Wiley & Sons
ISBN: 139415044X
Category : Education
Languages : en
Pages : 274
Get Book Here
Book Description
Emotional processes are increasingly studied in psychology, whether through their modes of expression or through their effect on cognitive processes. While the theorization of the link between emotional and cognitive processes has varied over the centuries, the impact of emotions on cognitive functions is now undeniable and is supported by experimental arguments. Psychological processes are currently considered necessary for, or influenced by, the emergence of emotions. Learning is at the heart of individual development and involves different cognitive processes; the study of the emotional processes at work in a learning situation must of course not be overlooked. This book presents the contributions of different disciplines of psychology in understanding the role of emotional processes in learning situations, from a developmental and whole-life perspective.
Author: Marianne Habib
Publisher: John Wiley & Sons
ISBN: 178945042X
Category : Education
Languages : en
Pages : 274
Get Book Here
Book Description
Emotional processes are increasingly studied in psychology, whether through their modes of expression or through their effect on cognitive processes. While the theorization of the link between emotional and cognitive processes has varied over the centuries, the impact of emotions on cognitive functions is now undeniable and is supported by experimental arguments. Psychological processes are currently considered necessary for, or influenced by, the emergence of emotions. Learning is at the heart of individual development and involves different cognitive processes; the study of the emotional processes at work in a learning situation must of course not be overlooked. This book presents the contributions of different disciplines of psychology in understanding the role of emotional processes in learning situations, from a developmental and whole-life perspective.
Author: Dale H. Schunk
Publisher: Taylor & Francis
ISBN: 1136881662
Category : Education
Languages : en
Pages : 505
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Book Description
Self-regulated learning (or self-regulation) refers to the process whereby learners personally activate and sustain cognitions, affects, and behaviours that are systematically oriented toward the attainment of learning goals. This is the first volume to integrate into a single volume all aspects of the field of self-regulation of learning and performance: basic domains, applications to content areas, instructional issues, methodological issues, and individual differences. It draws on research from such diverse areas as cognitive, educational, clinical, social, and organizational psychology. Distinguishing features include: Chapter Structure – To ensure uniformity and coherence across chapters, each chapter author addresses the theoretical ideas underlying their topic, research evidence bearing on these ideas, future research directions, and implications for educational practice. International – Because research on self-regulation is increasingly global, a significant number of interntional contributors are included (see table of contents). Readable – In order to make the book accessible to students, chapters have been carefully edited for clarity, conciseness, and organizational consistency. Expertise – All chapters are written by leading researchers from around the world who are highly regarded experts on their particular topics and are active contributors to the field.
Author:
Publisher: Elsevier
ISBN: 0080475043
Category : Psychology
Languages : en
Pages : 363
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Book Description
This edited book examines some of the current inquiry related to the study of emotions in educational contexts. There has been a notable increased interest in educational research on emotions. Emotion in Education represents some of the most exciting and current research on emotions and education, and has the potential to impact research in this area. This combination of variety, timeliness, potential for transformation of the field, and uniqueness make this a "must-have" resource for academics in the fields of education, educational psychology, emotion psychology, cultural psychology, sociology, and teacher education. The chapters have been written for scholars in the area, but authors also wrote with graduate students in mind. Therefore, the book is also be a great volume for graduate seminars. - Provides in-depth examination of emotions in educational contexts - Includes international roster of contributors who represent a variety of disciplines - Represents a number of different research approaches
Author: Joan DeJaeghere
Publisher: Springer Nature
ISBN: 3030852148
Category : Study Aids
Languages : en
Pages : 283
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Book Description
This open access volume critically reviews a diverse body of scholarship and practice that informs the conceptualization, curriculum, teaching and measurement of life skills in education settings around the world. It discusses life skills as they are implemented in schools and non-formal education, providing both qualitative and quantitative evidence of when, with whom, and how life skills do or do not impact young women’s and men’s lives in various contexts. Specifically, it examines the nature and importance of life skills, and how they are taught. It looks at the synergies and differences between life skills educational programmes and the way in which they promote social and emotional learning, vocational/employment education, and health and sexuality education. Finally, it explores how life skills may be better incorporated into education and how such education can address structures and relations of power to help youth achieve desired future outcomes, and goals set out in the Sustainable Development Goals (SDGs). Life skills education has gained considerable attention by education policymakers, researchers and educators as being the sine qua non for later achievements in life. It is nearly ubiquitous in global and national education policies, including the SDGs, because life skills are regarded as essential for a diverse set of purposes: reducing poverty, achieving gender equality, promoting economic growth, addressing climate change, fostering peace and global citizenship, and creating sustainable and healthy communities. Yet, to achieve these broad goals, questions persist as to which life skills are important, who needs to learn them, how they can be taught, and how they are best measured. This book addresses these questions.
Author: Maurice J. Elias
Publisher: ASCD
ISBN: 0871202883
Category : Affective education
Languages : en
Pages : 175
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Book Description
The authors draw upon scientific studies, theories, site visits, nd their own extensive experiences to describe approaches to social and emotional learning for all levels.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309459672
Category : Education
Languages : en
Pages : 347
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Book Description
There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
Author: Michael Lewis
Publisher: Springer Science & Business Media
ISBN: 1461324211
Category : Psychology
Languages : en
Pages : 322
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Book Description
How are we to understand the complex forces that shape human behav ior? A variety of diverse perspectives, drawing on studies of human behavioral ontogeny, as well as on humanity's evolutionary heritage, seem to provide the best likelihood of success. It is in an attempt to synthesize such potentially disparate approaches to human develop ment into an integrated whole that we undertake this series on the genesis of behavior. In many respects, the incredible burgeoning of research in child development over the last decade or two seems like a thousand lines of inquiry spreading outward in an incoherent starburst of effort. The need exists to provide, on an ongoing basis, an arena of discourse within which the threads of continuity between those diverse lines of research on human development can be woven into a fabric of meaning and understanding. Scientists, scholars, and those who attempt to translate their efforts into the practical realities of the care and guidance of infants and children are the audience that we seek to reach. Each requires the opportunity to see-to the degree that our knowledge in given areas permits-various aspects of development in a coherent, integrated fash ion. It is hoped that this series-which will bring together research on infant biology, developing infant capacities, animal models, the impact of social, cultural, and familial forces on development, and the distorted products of such forces under certain circumstances-will serve these important social and scientific needs.
Author: Antonio Damasio
Publisher: Penguin
ISBN: 014303622X
Category : Psychology
Languages : en
Pages : 338
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Book Description
"An ambitious and meticulous foray into the nature of being." -- The Boston Globe A landmark exploration of the relationship between emotion and reason Since Descartes famously proclaimed, "I think, therefore I am," science has often overlooked emotions as the source of a person’s true being. Even modern neuroscience has tended, until recently, to concentrate on the cognitive aspects of brain function, disregarding emotions. This attitude began to change with the publication of Descartes’ Error in 1995. Antonio Damasio—"one of the world’s leading neurologists" (The New York Times)—challenged traditional ideas about the connection between emotions and rationality. In this wondrously engaging book, Damasio takes the reader on a journey of scientific discovery through a series of case studies, demonstrating what many of us have long suspected: emotions are not a luxury, they are essential to rational thinking and to normal social behavior.
Author: Jennifer A. Moon
Publisher: Routledge
ISBN: 1134310900
Category : Education
Languages : en
Pages : 268
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Book Description
This handbook acts as an essential guide to understanding and using reflective and experiential learning - whether it be for personal or professional development, or as a tool for learning. It takes a fresh look at experiential and reflective learning, locating them within an overall theoretical framework for learning and exploring the relationships between different approaches. As well as the theory, the book provides practical ideas for applying the models of learning, with tools, activities and photocopiable resources which can be incorporated directly into classroom practice. This book is essential reading to guide any teacher, lecturer or trainer wanting to improve teaching and learning.
