Affective Components of the Learning Processes and Quality in Education

 In this line, we aim to:

1. Study the interrelationships between students’ behavior, their individual beliefs, the affective components of learning (e.g. self-esteem, emotions, motivational orientations), the learning environments, achievement and the academic performance of students.
2. Study the quality of educational and care contexts taking into account the organizational aspects (e.g., leadership, school climate) and teachers’ and classrooms’ related variables (e.g. professional satisfaction, attitudes towards inclusion, self-efficacy, well-being, classroom climate), including the study of the quality of educational strategies that promote inclusive answers adapted to all students.
3. Analyze the intergenerational processes that may occur within the family system (e.g. quality of the relationships, educational practices, parental involvement in schooling, transmission of beliefs and values) and their relationship with school adaptation and the emergence of at risk behaviors in children and adolescents as well as to characterize the role of parents/families in formal and informal support on the development and apprenticeship of their children.