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Li, Lu; Gow, Andrew Douglas Isherwood; Zhou, Jiaxian – Mind, Brain, and Education, 2020
Humans are inherently emotional creatures due to our social nature, and emotions are able to influence how well we learn and even affect academic outcomes. Emotions are rarely a chief concern in educational settings, and we will discuss the mechanisms underlying how emotions are processed in the brain and how they influence the key aspects of…
Descriptors: Positive Attitudes, Neurosciences, Psychological Patterns, Learning Processes
Vuyk, M. Alexandra; Kerr, Barbara A.; Krieshok, Thomas S. – Gifted and Talented International, 2016
In the theory of positive disintegration (TPD), Dabrowski described overexcitabilities (OEs), manifestations of inner energy with a developmental purpose that appear more common in gifted individuals. Unfortunately, most studies present OEs outside of the context of the original theory as if they were standalone traits applicable to gifted…
Descriptors: Academically Gifted, Personality Traits, Student Characteristics, Student Behavior
Djambazova-Popordanoska, Snezhana – Educational Review, 2016
Effective regulation of both positive and negative emotions plays a pivotal role in young children's emotional and cognitive development and later academic achievement. A compelling body of evidence has highlighted the symbiotic relationship between emotion regulation competencies and young children's emotional health, in particular their mood and…
Descriptors: Self Control, Academic Achievement, Emotional Response, Emotional Development