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Abstract

Fear is a broad concept that can be understood in many levels of meaning depending on the causal factors and situational changes that condition and determine it. Our main aim is to address its somewhat specifi c form, school fear. School fear will be explained in relation to the structure of personality, i.e. in relation to motivational, emotional, self-regulatory, and volitional characteristics of personality, to the quality of learning, and to situational constellations in school. Thus, we need to pay more attention to individual variables such as emotions, performance motivation, causal attributions or school climate.

One of the aims of the publication is to provide a detailed account of the role of emotions in the learning process and to show teachers the variable tools available to them in the area of developing performance emotions in order to motivate and inspire positive attitudes towards learning in pupils and students and, finally, to work on their own professional growth. The book is aimed at academics and researchers working on emotions and motivation, as well as undergraduate students who have already received theoretical training in psychological disciplines, postgraduate students, teachers and practitioners working in the fi eld of education and development. We would like the presented outcomes and fi ndings to reach a wider professional public, but due to the complexity of the topic, a basic orientation in psychological terminology is necessary. The level of prior knowledge assumed to understand the text varies from chapter to chapter, but we have tried to design most chapters to make the text as accessible as possible and to emphasize the broad applicability of the principles to educational practice. Among other things, this publication documents advances in research on the impact of emotions on performance. In four main chapters, it illuminates current trends in the study of emotions in education and describes key findings and principles of the impact of emotions on the quality of school performance. Emotions in education are examined from a variety of disciplinary perspectives, including education, educational psychology, affective neuroscience, and more. Our main objective was to bring these diff erent perspectives together to provide a comprehensive view of emotions in educational settings. Thus, we try to grasp performance emotions, specifi cally fear and anxiety, as a multidimensional concept including personal, social and sociocultural components. In this paper, we focus on presenting fear and exam anxiety as a multidimensional concept that also includes sociocultural factors. Th erefore, we decided to include an analysis of the environment in which the processes described take place – the school and the school classroom. Th us, in the last chapter we analyse the school and school classroom environment from several perspectives. We focus on the concepts of truancy, school anxiety, the teacher in the process of interaction with pupils and students or the climate of the school classroom. In the text we try to capture the variability of the links between emotional experience, performance and the specifi city of the school environment and the diff erent social situations that take place in the classroom.