Edición de «Serie prácticas educativas/24. Emociones y Aprendizaje/Referencias»

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# Boekaerts, M. (1993). Anger in relation to school learning. Learning and Instruction, 3, 269-280.
# D’Mello, S.K., & Graesser, A.C. (2012). Dynamics of affective states during complex learning. Learning and Instruction, 22, 145-157.
# Farrington, D.P., & Tofi, M.M. (2009). School-based programs to reduce bullying and victimization. Oslo, Norway: The Campbell Collaboration. (Campbell Systematic Reviews 2009:6). Available online at: www.campbellcollaboration.org
#Frenzel, A.C. et al. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101, 705-716.
# Goetz, T. et al.. (2007). Between- and within-domain relations of students’ academic emotions. Journal of Educational Psychology, 99, 715-733.
# Gross, J. (1998). Antecedent- and response-focused emotion regulation: Divergent consequences for experience, expression, and physiology. Journal of Personality and Social Psychology, 74, 224-237.
# Hulleman, C.S., & Harackiewicz, J.M. (2009). Promoting interest and performance in high school science classes. Science, 326, 1410-1412.
# Johnson, D.W., & Johnson, R.T. (1974). Instructional goal structure: Cooperative, competitive or individualistic. Review of Educational Research, 4, 213-240.
# Lewis, M., Haviland-Jones, J.M., & Feldman Barrett, L. (Eds.). (2008). Handbook of emotions (3rd ed.). New York, NY: Guilford Press.
# Linnenbrink, E.A. (2007). The role of affect in student learning: A multi-dimensional approach to considering the interaction of affect, motivation, and engagement. In: P.A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 107-124). San Diego, CA: Academic Press.
# Linnenbrink, E.A., & Pintrich, P.R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37, 69-78.
# Linnenbrink-Garcia, L., Rogat, T.K., & Koskey, K.L.K. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36, 13-24.
# Matthews, G., Zeidner, M., & Roberts, R.D. (2002). Emotional
intelligence: Science and myth. Cambridge, MA: MIT Press.
Meyer, D.K., & Turner, J.C. (2002). Discovering emotion in
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Pekrun, R. (2006). The control-value theory of achievement
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Pekrun, R., Elliot, A.J., & Maier, M.A. (2009). Achievement goals
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Pekrun, R., & Linnenbink-Garcia, L. (2012). Academic emotions and
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Pekrun, R. et al. (2002). Academic emotions in students’ selfregulated
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Schutz, P.A., & Pekrun, R. (Eds.). (2007). Emotion in education. San
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Schutz, P.A., & Zembylas, M. (Eds.). (2009). Advances in teacher
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Thompson, D., Hughes, M., & Terrell, J. (Eds.). (2009). The
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Turner, J.E., & Schallert, D.L. (2001). Expectancy-value relationships
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Weiner, B. (1985). An attributional theory of achievement motivation
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Weiner, B. (2007). Examining emotional diversity on the classroom:
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Zeidner, M. (1998). Test anxiety: the state of the art. New York, NY:
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