ABSTRACT
During the past 15 years, there has been a discernible, steady increase of investigations into the emotions experienced by students and teachers, as documented in the chapters of this volume. These investigations have produced new insights, suggesting that multiple emotions in both students and teachers should be considered when reflecting on educational problems; that these emotions are patterned in complex ways within individuals, across individuals, and over time; and that they are influenced by academic domain, gender, race, individual propensities, classroom interaction, and the sociohistorical context. Furthermore, the findings demonstrate that emotions profoundly affect students’ and teachers’ engagement, performance, and personality development, implying that they are of critical importance for the agency of educational institutions, and of society at large.
