The academic and social-emotional flourishing framework

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2024-08-01 DOI:10.1016/j.lindif.2024.102523

Rebecca J. Collie, Andrew J. Martin

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Abstract

Numerous motivation theories have been posited over the years that provide understanding about students' learning. More recently, educational researchers have drawn from social-emotional motivation literatures to further inform understanding of students' functioning. To date, however, work has yet to comprehensively consolidate understanding from these different approaches. The aim of this article is to integrate understanding that is evident across motivation and social-emotional conceptualizing to articulate a more unified model of students' academic and social-emotional functioning within academic contexts: the Academic and Social-Emotional Flourishing Framework (ASEFF). In this article, we introduce the framework, its conceptual underpinnings, and include a review of emerging research providing support for its tenets. Implications for research and practice are also discussed.

Educational relevance and implications statement

Our article brings together understanding from theories across academic and social-emotional domains to present the Academic and Social-Emotional Flourishing Framework (ASEFF). The framework provides understanding about the connections among academic and social-emotional factors, and how these are linked with students' outcomes at school and beyond.

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学业和社会情感蓬勃发展框架

多年来，人们提出了许多关于学生学习动机的理论。最近，教育研究人员又从社会情感动机的文献中汲取营养，进一步了解学生的功能。然而，迄今为止，相关工作还没有全面整合这些不同方法的理解。本文的目的是整合动机和社会情感概念化的理解，为学生在学业情境中的学业和社会情感功能建立一个更加统一的模型：学业和社会情感发展框架（ASEFF）。在本文中，我们将介绍该框架及其概念基础，并对支持其原则的新兴研究进行回顾。文章还讨论了研究和实践的意义。我们的文章汇集了对学术和社会情感领域理论的理解，提出了 "学术和社会情感发展框架"（ASEFF）。该框架让我们了解了学业和社会情感因素之间的联系，以及这些因素如何与学生在学校和其他地方的学习成绩联系在一起。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).