Titlebook: Affectivity and Learning; Bridging the Gap Bet Pablo Fossa,Cristian Cortés-Rivera Book 2023 The Editor(s) (if applicable) and The Author(s)

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Educate Emotions: Notes for a Critical Examination of Emotional Education Proposalsscourse that is oriented to affirm the need to educate emotions. In its second part, the text presents some central aspects of the emotional education proposals most widely disseminated in Latin America, as well as a review of its main questions and criticisms. Such an exercise of assessment and cri

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byaffectivity in learning processes from the perspectives of cultural, educational and developmental psychology. The second part is dedicated to the role of affectivity for teachers during their training as edu978-3-031-31711-8978-3-031-31709-5

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Matthias S. Fifka,Anna Frangen-Zeitingeres, and 44 investigations were identified on character strengths linked to well-being and psychoeducational variables. It describes the good practices implemented by the TecMilenio University and the Universidad del Siglo XX1, as well as other experiences carried out in Latin America. Based on the e

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CSR, Sustainability, Ethics & Governance and family type. The analysis contemplated two comparisons: (1) students who attended public Early Childhood Education versus students who did not attend any type of Early Childhood Education and (2) students who attended public Early Childhood Education versus students who attended another type of

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Edmundo Werna,Ramin Keivani,David Murphyem. It is linked to motivation, emotions, sensation/perception, feelings, and values—all corresponding to different psychological life layers. Yet, its systemic, field-like role within socioculturally mediated psychological functioning is not self-evident and needs to be intensively investigated. We

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Edmundo Werna,Ramin Keivani,David Murphy practical orientations regarding learning: one with a sensorial (tasting and touching) and another with a more scholarly (asking questions) approach. The two participant’s types exemplified two types of affective agency in relation to learning in nature about nature: being a bodily entangled part o

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https://doi.org/10.1057/9780230601772 (ERIC) databases, including articles and book chapters. Forty-two articles were selected after reviewing the abstracts, of which only 17 met the inclusion and exclusion criteria. Once the selection was completed, the articles were analysed using ATLAS.ti version 8.1. In the qualitative analysis of