Advances in Understanding Educational Context: Promoting Adaptative Outcomes

Dear Colleagues,

Currently, there is a special interest in improving knowledge of the variables that participate in an adaptive teaching–learning context, as well as in knowing what the mechanisms are that give rise to maladaptive results in students in order to eradicate and prevent them, if it were possible. Thus, the scientific evidence presents the teacher as a key figure in this regard with the ability to influence students’ academic development through, for example, their own motivational teaching interpersonal style. In general, in recent years, numerous studies are proliferating attempts to describe the variables involved in the psychosocial adjustment of students in class, focusing on their consequences at the cognitive, emotional, and behavioral levels, with the aim of guaranteeing a positive academic functioning.

This Special Issue has three foci: first, to contribute to the understanding of the motivational mechanisms that generate adaptive and maladaptive results in students; and second, the potential contribution of contemporary views on the psychosocial adjustment of the student and the teacher in class and its repercussions to other contexts. Third, this monograph also aims to provide solutions that help the educational community, mainly teachers, to find solutions based on empirical evidence to adequately respond to the demands of the current educational context. Empirical studies and high-quality systematic reviews will be considered.

Prof. Elisa Huéscar Hernández
Prof. Juan Antonio Moreno Murcia
Prof. Estefanía Estévez
Guest Editors

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