Current research in achievement emotions, as a topic in Educational Psychology, has meant a paradigm shift, broadening the research panorama to include different motivational-affective variables, going beyond the prevailing research paradigm with an exclusively cognitivism-based focus. It has therefore stimulated analysis and inquiry into different issues which had not formerly been analyzed with rigor.
On the one hand, current research now addresses meta-motivational and meta-affective processes, through analyzing the effects of achievement emotions on classic cognitive processes of learning. On the other hand, this domain has helped point research into the role of individual differences in the achievement emotions experienced, based on how they relate to powerful, classic variables of personality and cognition.
Moreover, the analysis of achievement emotions is being contextualized within academic teaching-learning contexts, where these emotions are commonly produced, so that they can be assessed and improved. In addition, this research paradigm does not overlook the importance of explanatory, predictive models of students’ well-being and their psychological health, given that the university context is highly predictive of academic stress.
In order to carry out an up-to-date review of the research contributions in this area, this proposed Research Topic will accept:
- Theoretical and Empirical-based studies, that are well founded and rigorous in their methodology, preferably with a quantitative methodology.
- Evidence-based proposals for technological transfer and innovation that seek to minimize university students’ experience of stress and to promote their well-being and psychological/emotional health through psychological assessment and intervention.
Current research in achievement emotions, as a topic in Educational Psychology, has meant a paradigm shift, broadening the research panorama to include different motivational-affective variables, going beyond the prevailing research paradigm with an exclusively cognitivism-based focus. It has therefore stimulated analysis and inquiry into different issues which had not formerly been analyzed with rigor.
On the one hand, current research now addresses meta-motivational and meta-affective processes, through analyzing the effects of achievement emotions on classic cognitive processes of learning. On the other hand, this domain has helped point research into the role of individual differences in the achievement emotions experienced, based on how they relate to powerful, classic variables of personality and cognition.
Moreover, the analysis of achievement emotions is being contextualized within academic teaching-learning contexts, where these emotions are commonly produced, so that they can be assessed and improved. In addition, this research paradigm does not overlook the importance of explanatory, predictive models of students’ well-being and their psychological health, given that the university context is highly predictive of academic stress.
In order to carry out an up-to-date review of the research contributions in this area, this proposed Research Topic will accept:
- Theoretical and Empirical-based studies, that are well founded and rigorous in their methodology, preferably with a quantitative methodology.
- Evidence-based proposals for technological transfer and innovation that seek to minimize university students’ experience of stress and to promote their well-being and psychological/emotional health through psychological assessment and intervention.
