ABSTRACT
Theories and empirical research about the interrelation of motivation, emotion and cognition have a long tradition in education and educational-psychology (e.g., Claparède, 1905; Dewey, 1913; James, 1890; Leontjew, 1977). In comparison to most research approaches and theoretical traditions in other fields of psychology, educational-psychological approaches to these concepts have been related more closely to practice in a wide variety of educational settings in and out of schools. For example, topics of research in the areas of motivation and cognition have been concerned with learning and achievement, and the language used has tended to be familiar to educators and teachers.
