Social and Emotional Learning for Human Flourishing
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Keywords

socio-emotional learning
human flourishing

How to Cite

Rodríguez-Morales, E. (2023). Social and Emotional Learning for Human Flourishing. Revista Internacional De Educación Emocional Y Bienestar, 3(2), 9–13. https://doi.org/10.48102/rieeb.2023.3.2.63

Abstract

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https://doi.org/10.48102/rieeb.2023.3.2.63
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References

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.

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