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001481251 001__ 1481251
001481251 003__ OCoLC
001481251 005__ 20231031003329.0
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001481251 019__ $$a1401057923
001481251 020__ $$a9783031421167$$q(electronic bk.)
001481251 020__ $$a3031421167$$q(electronic bk.)
001481251 020__ $$z3031421159
001481251 020__ $$z9783031421150
001481251 0247_ $$a10.1007/978-3-031-42116-7$$2doi
001481251 035__ $$aSP(OCoLC)1401052432
001481251 040__ $$aYDX$$beng$$cYDX$$dGW5XE$$dEBLCP
001481251 049__ $$aISEA
001481251 050_4 $$aLB1060
001481251 08204 $$a370.15/23$$223/eng/20231012
001481251 1001_ $$aNakamura, Sachiko.
001481251 24510 $$aEmotion regulation and strategy instruction in learning /$$cSachiko Nakamura.
001481251 260__ $$aCham :$$bSpringer,$$c2023.
001481251 300__ $$a1 online resource
001481251 4901_ $$aSpringer texts in education
001481251 504__ $$aIncludes bibliographical references.
001481251 5050_ $$aIntro -- Acknowledgements -- Contents -- Abbreviations -- 1 Introduction -- 1.1 Introduction -- 1.2 Scope, Aims, and Intended Audience of This Book -- 1.3 Background of the Author -- 1.4 How to Engage with This Book -- References -- 2 Emotions in Learning -- 2.1 Introduction -- 2.2 Conceptualizing Emotions Through Insights from Psychological Fields -- 2.2.1 Advancement in Emotion Research -- 2.2.2 Current View of Emotions -- 2.3 Conceptualizing Emotions Through Insights from Educational Fields -- 2.3.1 Circumplex Model of Emotions -- 2.3.2 State, Trait, and the Domain Specificity of Emotions
001481251 5058_ $$a2.3.3 Discrete Emotions Significant in Learning -- 2.3.4 Roles of Emotions in Learning -- 2.3.5 Antecedents of Emotions -- 2.4 Researching Emotions -- 2.4.1 Instruments -- 2.5 Looking into Emotions Through Vignettes -- 2.5.1 Baloo's Vignette of Shame to Pride -- 2.5.2 Abigail' Vignette of Anxiety and Empathy -- 2.5.3 Yuki's Vignette of Anger -- 2.5.4 Coco's Vignette of Fear -- 2.6 Pedagogical Implications and Classroom Application -- 2.6.1 Building an Open, Trusted Student-Teacher Relationship -- 2.6.2 Being Mindful of Own Interpretations and Assumptions
001481251 5058_ $$a2.6.3 Acknowledging All Types of Emotional Experiences as a Natural Part of the Learning Process -- 2.6.4 Recognizing the Impact of Peers -- 2.7 Summary -- References -- 3 Emotion Regulation and Emotion Regulation Strategies -- 3.1 Introduction -- 3.2 Conceptualizing Emotion Regulation Through Insights from Psychological Fields -- 3.2.1 The Process Model of Emotion Regulation -- 3.2.2 Types of Emotion Regulation Strategies -- 3.2.3 Features of Emotion Regulation Strategies -- 3.2.4 Effects of Emotion Regulation Strategies
001481251 5058_ $$a3.3 Conceptualizing Emotion Regulation Through Insights from Educational Fields -- 3.3.1 Types of Emotion Regulation Strategies in Learning Contexts -- 3.3.2 Roles of Emotion Regulation in Learning -- 3.4 Researching Emotion Regulation -- 3.4.1 Instruments -- 3.5 Looking into Emotion Regulation Through Vignettes -- 3.5.1 The Author's Vignette -- 3.5.2 Abigail's Vignette -- 3.6 Pedagogical Implications and Classroom Application -- 3.6.1 Value Appraisal -- 3.6.2 Control Appraisal -- 3.6.3 Self-conditioning -- 3.6.4 Study Environment -- 3.7 Summary -- References -- 4 Strategy Instruction
001481251 5058_ $$a4.1 Introduction -- 4.2 Strategy Instruction Models -- 4.3 Analysis of Strategy Instruction Models -- 4.4 Self-regulated Learning Models -- 4.5 Moderators of the Effects of Strategy Instruction -- 4.6 Suggestions for Designing and Implementing Emotion Regulation Strategy Instruction -- 4.6.1 Suggestion 1: Strengthening Theoretical Foundation and Rationale -- 4.6.2 Suggestion 2: Building a Positive, Trusted Relationship Among Students and Teacher/Researcher -- 4.6.3 Suggestion 3: Understanding Students' Emotions First
001481251 506__ $$aAccess limited to authorized users.
001481251 520__ $$aThis textbook is written for teachers, practitioners, and researchers, who are interested in developing their knowledge about emotions and learning about ways of helping their learners to cultivate positive and cope with negative emotions. The book covers the topics of emotions, emotion regulation, strategies, and instruction. Each topic is discussed in the subsequent chapters, beginning with a concise summary of theories and research in the fields of psychology, education, and language learning. This is followed by its practical applications in the classroom, with suggestions and ideas based on research as well as reports from teachers in a wide range of contexts. Teachers vignettes give readers an opportunity to compare their experiences with others. A practical guide with detailed steps for implementing strategy instruction in emotion regulation is provided at the end.
001481251 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed October 12, 2023).
001481251 650_0 $$aLearning, Psychology of.$$vCase studies$$0(DLC)sh2009129431
001481251 650_0 $$aEmotions in children.
001481251 655_0 $$aElectronic books.
001481251 77608 $$iPrint version: $$z3031421159$$z9783031421150$$w(OCoLC)1390678287
001481251 830_0 $$aSpringer texts in education.
001481251 852__ $$bebk
001481251 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-42116-7$$zOnline Access$$91397441.1
001481251 909CO $$ooai:library.usi.edu:1481251$$pGLOBAL_SET
001481251 980__ $$aBIB
001481251 980__ $$aEBOOK
001481251 982__ $$aEbook
001481251 983__ $$aOnline
001481251 994__ $$a92$$bISE