Chapter 1. Why affectivity in learning? Towards an affectively guided learning .- Chapter 2. Strengths of Character in Well-being and University Learning: A View from Educational Counseling .- Chapter 3. Adults'' Professional education: experiences and expectations of online Chilean students.- Chapter 4. Affective Movement: an Educative and Intuitive Adventure as a Catalyst for Development .
- Chapter 5. Dialogical Co-Zone of Proximal Development and Affectivity: Individually and collectively Overcoming Intellectual Limits .- Chapter 6. EFFECTS OF EARLY CHILDHOOD EDUCATION ON ACADEMIC PERFORMANCE AND SOCIAL-EMOTIONAL DEVELOPMENT DURING ADOLESCENCE .- Chapter 7. The writer''s affectivity when writing to learn.- Chapter 8. Affectivity from the dialogical perspective of Cultural Psychology: Educational implications s.
- Chapter 9. Learning in nature about nature: Two types of affective orientations .- Chapter 10. Learning and affectivity: Pedagogical and cultural dimensions in the inclusionof diversity in university education.- Chapter 11. Usefulness of the perezhivanie construct in affectivity and learning: a systematic review .- Chapter 12. Processes of Social Subjectivity and Pedagogical Action: developments to understanding learning difficulties in the school environment .
- Chapter 13. The Unity of Affectivity and Learning: Characteristics in Vocalized Responses of Adolescents and Adults.- Chapter 14. Culturally-Based Interpretations of Motivation and Learning Strategies between the United States and South Korea.- Chapter 15. Educate emotions: Notes for a critical examination of emotional education proposals .- Chapter 16. Trust in Schools in Chile.
- Chapter 17. Socio-emotional styles: When affectivity meets learning .- Chapter 18. A Sociocultural Perspective On The Relationship Between Educators'' Emotional Experiences And Professional Learning .- Chapter 19. Teachers'' emotions: their origin and influence on the teaching-learning process .- Chapter 20. How are socioemotional competencies taught in Initial Teacher Education? Affectivity, learning, and didactics of emotions in the university classroom .
- Chapter 21. Affectivity in Science Education: Lived perceptions.- Chapter 22. Learning the Teaching Profession in the Practicum: The Role of the Other, Modalities of Appropriation, and Professional Knowledge .- Chapter 23. Teaching excellence, affectivity and learning.- Chapter 24. LGBTIQ+ inclusive education: The interplay of emotions and cognition in graduate teachers'' narratives of becoming.
- Chapter 25. Neuroscience of learning and emotional processing .- Chapter 26. Emotional Salience and Learning .- Chapter 27. Memory distortions: An interdisciplinary framework for cognitive-affective bias .- Chapter 28. Echoes of early experiences on the learning process: implications in interoceptive development and emotional self-regulation.
- Chapter 29. The Somatic Roots of Affect. Towards a body-centered education .- Chapter 30. Historical Foundations of Affectivity & Learning Research: C.G. Jung''s Word-Association Experiments .- Chapter 31.
Impact of the Transference in the Training of the TFP Therapist: A Proposal on the Affective Echo as a Foundation of Learning .- Chapter 32. Affective processes in the supervisor-supervisee relationship as enhancers of the therapists training: reflections from a scoping review of the psychoanalytic approach .- Chapter 33. Meaningful Social Interactions as a Foundation for Affection and Learning for Autistic Individuals.- Chapter 34. Affectivity and learning at the end of life: Expressive art therapy in palliative patients .- Chapter 35.
Impact of affectivity and learning in the construction of occupational identity throughout the course of life and its influence in old age .- Chapter 36. Affective bonding and organizational learning .- Chapter 37. Learning affects, gender roles, and the case of care work.- Chapter 38. Acculturation Learning Process: Affective Quality in Immigrant Women .- Chapter 39.
Humorous actions and coexistence .- Chapter 40. Affectivity and Learning: Why we need an interdisciplinary, multilevel, and a first-third-person approach?.