Palavras-chave
educación socioemocional
florecimiento humano
florecimiento humano
Como Citar
Rodríguez-Morales, E. (2023). Educación socioemocional para el florecimiento humano. Revista Internacional De Educación Emocional Y Bienestar, 3(2), 9–13. https://doi.org/10.48102/rieeb.2023.3.2.63
Resumo
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Referências
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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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