Social and emotional processes in the classroom setting: a goal approach

• Type: Article in International Scientific Journal
• Date: 2002

Authors

Marina Serra de Lemos (Author) FPCEUP

Journal

Title: Anxiety, Stress and Coping

Vol. 15 No. 4

Pages: 383-400

ISSN: 1061-5806

Publisher: Taylor & Francis

Indexing

ISI Web of Knowledge - 7 Citations

ISI Web of Science

Scopus - 11 Citations

Scientific classification

FOS: Medical and Health sciences > Basic medicine

Other information

Authenticus ID: P-000-QVJ

DOI: 10.1080/1061580021000056537

Abstract (EN): Goals can be defined as cognitive- and as value-related motivational constructs. Consequently, both goal elaboration and personal valuing of goals are emphasized as critical determinants of motivated action. From this perspective, it is argued that goals play an influential role in students' cognitions, and in their social and emotional processes. I explore students' strategies for dealing with potentially stressful classroom circumstances in relation to their goals by examining students' reactions to imagined specific academic stressors, focusing on their emotions, behavior, and goals. Four distinct strategies were defined: strategic flexible action, strategic rigid action, passive behavior, and disorganized behavior. It is suggested that (a) goals play a major role in articulating and integrating behaviors and emotions within a whole strategy, (b) particular combinations of goal characteristics - goal-setting, personal goal valuing, and goal difficulty - are required for successful coping, and (c) both productive behavior and emotional regulation are predicted by specific goal characteristics.

Language: English

Type (Professor's evaluation): Scientific

Notes: DOI: 10.1080/1061580021000056537 <br> <a href="http://gateway.isiknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=WOS&DestLinkType=FullRecord&KeyUT=000179778800005">Acesso à Web of Science</a> <br> <a href="http://www.scopus.com/record/display.url?eid=2-s2.0-0036905037&origin=resultslist">Acesso à Scopus</a>

No. of pages: 18