Affective Processes in Educational Contexts

Dear Colleagues,

This Special Issue will focus on affective processes in educational contexts, broadly defined. Although there have been substantial developments in research pertaining to affect and emotions in education over the past 30 years, there are some areas which require further empirical investigation and theoretical development. Much of the emphasis has been on test anxiety and (more recently) achievement emotions, that is, emotions directly related to achievement activities and outcomes. However, both students and their teachers experience a wide range of other emotions in academic settings including topic, epistemic and social emotions. Indeed, the teacher–learner relationship itself is a rich context for both functional and dysfunctional emotion dynamics.

This Special Issue, therefore, aims to explore the current state of knowledge in the field, with a particular focus on those areas in need of further investigation. It also aims to encourage the application of this knowledge to inform both practice, policy and future research.

Submissions are sought from all levels of education including primary/secondary school, vocational and higher education/college. This Special Issue provides an exciting opportunity to integrate knowledge and encourage discussion and debate across disciplines. Articles appropriate for the special issue may include original research, theoretical papers, reviews of research in specific areas, and methodological considerations regarding the study of affect in educational contexts. Multi-disciplinary perspectives on affect in education are welcome, as are articles that utilize quantitative, qualitative, or mixed-method approaches.

Possible topics may include: discrete emotions in educational settings (e.g., boredom, interest, excitement, anger, sadness, gratitude, co-occurring emotions), as well as broader emotion categories (such as achievement, social and epistemic emotions); interpersonal dynamics and the relational nature of learning (e.g., teacher/student relationships, the role of peers, power dynamics), individual characteristics and processes (e.g., motivation, coping strategies, emotion regulation, the role of emotion in promoting/inhibiting learning), teaching (e.g., evaluation of teaching interventions, pedagogical strategies to engage students, such as experiential/practice based learning) and achievement (e.g., the impact of affect on assessment and testing).

Dr. Anna Rowe
Prof. Julie Fitness
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• Affect
• Emotions
• Individual/intrapersonal processes
• Learning
• Motivation
• Relationship dynamics/interpersonal processes
• Teaching