| Description |
1 online resource (272 p.) |
| Contents |
Cover -- Half-Title Page -- Title Page -- Copyright Page -- Contents -- Preface -- Acknowledgments -- 1. Social-emotional Competencies and Learning in Children -- 1.1. Social-emotional competencies, a key predictor of child development -- 1.1.1. Definitions -- 1.1.2. Influence of short-term SECs: emotion, behavior and academic achievement -- 1.1.3. Long-term influence of SECs: quality of life and socioprofessional integration -- 1.2. Mechanisms underlying the association between SECs and learning -- 1.2.1. Influence of the child's social-emotional characteristics on their learning abilities |
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1.2.2. Influence of the social-emotional environment on the child's learning processes -- 1.2.3. SECs and the learning context: a reciprocal influence -- 1.3. Working with SECs in learning -- 1.3.1. The school as a place to promote SECs -- 1.3.2. Important elements for the implementation of programs in schools -- 1.3.3. Some international social and emotional learning programs -- 1.3.4. Effects of learning SECs at school -- 1.3.5. Current limitations in the field of SEC development in schools -- 1.4. References -- 2. Humor in Infants: Development and Implications in Learning |
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2.1. Introduction: origins, universality and implications in learning -- 2.2. Humor: definitions and functions -- 2.2.1. Definitions -- 2.2.2. The different types of humor in infants -- 2.2.3. The functions of humor -- 2.3. The development of humor in the first months of life -- 2.3.1. Observational studies -- 2.3.2. Laboratory studies -- 2.3.3. Humor and language -- 2.4. Humor and learning in infants -- 2.4.1. Empirical studies -- 2.4.2. Cognitive processes -- 2.4.3. Physiological processes -- 2.4.4. Positive emotions -- 2.4.5. Positive emotions, humor and curiosity: toward a learning model? |
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2.5. Conclusions and perspectives -- 2.6. References -- 3. Toward Considering Emotional Skills as Academic Skills -- 3.1. Emotions: evolution of theories and the concept -- 3.1.1. The pioneers of the scientific theories of emotions -- 3.1.2. Contemporary scientific approaches to emotions -- 3.2. Development of emotional competencies -- 3.2.1. Identification, recognition and expression of emotions -- 3.2.2. The understanding of emotions -- 3.2.3. Regulation of emotions -- 3.3. Role and influence of language in the development of emotional skills -- 3.4. Emotional skills: academic skills? |
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3.5. References -- 4. Motivation and Academic Learning -- 4.1. Introduction -- 4.2. Different approaches to academic motivation: theoretical aspects -- 4.2.1. Self-determination theory -- 4.2.2. Achievement goal theory -- 4.2.3. The self-efficacy theory -- 4.2.4. Common principles between these different approaches -- 4.3. Different ways of being motivated: what consequences? -- 4.3.1. Consequences according to the SDT -- 4.3.2. Consequences according to the achievement goals theory -- 4.3.3. Consequences according to the SSE -- 4.4. Promoting optimal motivation at school: what are the levers? |
| Summary |
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. -- Edited summary from book |
| Notes |
Description based upon print version of record |
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4.5. Discussion |
| Subject |
Educational technology.
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Instruction
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Learning.
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Educational technology
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Learning
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| Form |
Electronic book
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| ISBN |
9781394150434 |
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1394150431 |
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