Emotions in school and teaching: Conditions and effects of emotions in teachers and learners

Postdoctoral scholar Charlott Rubach (pictured right) and Professor Rebecca Lazarides (University of Potsdam) published a book addressing how individualization is related to learning and achievement motivations.

​The title of the book is Emotions in school and teaching: Conditions and effects of emotions in teachers and learners.
 
Rubach studies social relations, motivation, family-school partnerships, and well-being in adolescence in collaboration with Distinguished Professor Jacquelynne Eccles. She earned her Ph.D. from the University of Potsdam, and her M.A. in Educational Science and B.A. in Philosophy and Educational Science from the University of Rostock in Germany.
 
Overview

What significance do emotions have for teaching and learning processes in the classroom? Empirical findings show that both the emotions of the learners and those of the teachers are related to successful teaching. The anthology therefore addresses the emotions of teachers and students and deals with possible conditioning factors and the consequences of affective characteristics in school and teaching. Theoretical, empirical and practical contributions to the emotions of learners and teachers are brought together.