Emotion and Its Relation to Cognition from Vygotsky's Perspective

Autor/in	Cong-Lem, Ngo
Titel	Emotion and Its Relation to Cognition from Vygotsky's Perspective
Quelle	In: European Journal of Psychology of Education, 38 (2023) 2, S.865-880 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cong-Lem, Ngo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-022-00624-x
Schlagwörter	Psychological Patterns; Cognitive Processes; Educational Theories; Content Analysis; Sociocultural Patterns + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Educational theory; Theory of education; Bildungstheorie; Inhaltsanalyse; Soziokulturelle Theorie
Abstract	Vygotsky's sociocultural theory (VST) has been increasingly utilised as an effective framework to account for the role of emotions in learning and development. Yet, within VST, emotion has neither been systemically theorised nor investigated. This paper contributes to the literature by offering a theoretical discussion of Vygotsky's perspective on emotion and its relation to cognition. Employing a content analysis approach, three of Vygotsky's key texts on emotions were closely read and analysed with emerging themes grouped into a system of interrelated theoretical tenets. The insights gained from this paper benefit scholars who are interested in understanding and researching emotions from a VST perspective as well as provide important implications for educational practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01