Palabras clave
florecimiento humano
Cómo citar
Resumen
.
Citas
Camacho-Zuñiga, C., Pego, L., Escamilla, J., y Hosseini, S. (2021). The impact of the Covid-19 pandemic on students’ feelings at high school, undergraduate, and postgraduate levels. Heliyon, 7(3), e06465.
Chevrier, M., Muis, K. R., Trevors, G. J., Pekrun, R., y Sinatra, G. M. (2019). Exploring the antecedents and consequences of epistemic emotions. Learning and instruction, 63, 101209.
Duraiappah, A. K., Atteveldt, N. M., Borst, G., Bugden, S., Ergas, O., Gilead, T., Gupta, L., Mercier, J., Pugh, K., Singh, N. C., y Vickers, E. A. (Eds.) (2022). Reimagining Education: The International Science and Evidence based Education Assessment. Nueva Delhi: UNESCO MGIEP. En prensa.
Flook, L., O’Toole, C., Ritter, J., y Schonert-Reichl, K. A. (2022). Human flourishing in schools. En O. Ergas, T. Gilead y N. C. Singh (eds.), Education and human flourishing, in Reimagining education: The International Science and Evidence based Education Assessment (pp. 252-325). Nueva Delhi: UNESCO MGIEP.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341.
Pekrun, R., y Perry, R. P. (2014). Control-value theory of achievement emotions. En R. Pekrun y L. Linnenbrink-Garcia (eds.), International handbook of emotions in education (pp. 120–141). Nueva York: Taylor & Francis.
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Derechos de autor 2023 Universidad Iberoamericana