Educational Psychology in Practice

theory, research and practice in educational psychology

ISSN: 0266-7363 (Print) 1469-5839 (Online) Journal homepage: https://www.tandfonline.com/loi/cepp20

International handbook of emotions in education

Lucy Robertson

To cite this article: Lucy Robertson (2015) International handbook of emotions in education,
Educational Psychology in Practice, 31:1, 107-109, DOI: 10.1080/02667363.2014.994350

To link to this article: https://doi.org/10.1080/02667363.2014.994350

Published online: 22 Dec 2014.

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 Educational Psychology in Practice 107

SCRD must not be confused with the term “Case Study”, which normally refers
to written narrative accounts based on qualitative research techniques, such as
interviews or field notes. As explained by the editors of this book (p. 13):

SCRD is a quantitative experimental research approach in which study participants

serve as their own control, a principle known as “baseline logic”. In single case
design studies each participant is exposed to both a “control” condition, known as
“baseline”, and an intervention condition. The target behaviour is repeatedly measured
within the context of one of several research designs that evaluate and control for
threats to internal validity.

As with all research techniques and assumptions, the issues around SCRD are
many and varied. However, this book seems to me to offer a very comprehen-
sive, current, and wide ranging description and discussion of both the benefits
and the limitations of SCRD. Throughout the book, clear examples of how SCRD
has been utilised in published research are referred to and described to illustrate
and support the text. Reviewers quoted on the book cover suggest that the
content will be valued by both beginners and experienced users of SCRD. I too
suspect this will prove to be the case, though I am very much a beginner, so
inadequately qualified to comment with confidence on the likely views of those
with expert experience.
I am enthusiastic about the book because of what might be seen as the
neglected potential of SCRD, and because of the apparent thoroughness of the con-
tent. On this basis I would have no hesitation in recommending it to any psycholo-
gist practitioner with a keen interest in formally researching the effectiveness of
favoured intervention methods. However, I should also have to admit to not always
finding it an easily accessible read. It may not, therefore, be an ideal introductory
text for those without an established prior interest.

Recommended for: psychologist practitioner, Single Case Research Design users

Style: comprehensive.

Richard Melling
Independent Educational Psychologist, West London, UK
richard.melling@sky.com
© 2014, Richard Melling
http://dx.doi.org/10.1080/02667363.2014.993822

International handbook of emotions in education, edited by Reinhard Pekrun

and Lisa Linnenbrink-Garcia, New York, Routledge, 2014, 698 pp., £72.00, ISBN
9780415895026

The International Handbook of Emotions in Education aims to be a comprehensive,

up-to-date overview of the current state of research and theory in the field of emo-
tions in education. The book is edited by Reinhard Pekrun (University of Munich,
Germany) and Lisa Linnenbrink-Garcia (Michigan State University, East Lansing,
MI) who provide introductory and concluding chapters and also contribute other
chapters with other co-authors. The editorship reflects the fact that, despite the use
108 Book and software reviews

of “International” in the title, the contributions to the book are overwhelming from
US researchers with a few contributors from northern Europe (Switzerland and
Germany) and Canada and one each from Australia and Israel.
The book is a hefty tome comprising of 33 chapters divided into four parts
addressing: fundamental principles; emotions and emotion regulation in classroom
settings; content domain, context and culture; measurement of emotions in aca-
demic settings. Being an edited book there is significant variation in the style and
presentation of the chapters; however, the style is generally complex and highly
theoretical (particularly in parts one and four) with the stated target audience being
“those in academia and research institutes”.
Since the intended audience is academic, it is no surprise that, overall, it is
unclear how much of the new research can be applied within educational settings.
Despite introducing new theories of emotion and motivation (for example I was
not previously conversant with Pekrun’s Control-Value Theory of Achievement
Emotions) it is unclear how the new theory and research would contribute to devel-
oping new or different types of classroom practice or intervention. For example, a
chapter on Emotion During Reading and Writing (and relating this to Control-Value
Theory), concludes that: “It is important to support students in their learning … .
One way to accomplish this in the context of reading and writing may be to
provide appropriately challenging assignments … . Another way to accomplish this
can involve providing reading and writing tasks that are of interest to students and
that students find valuable” (p. 451). Hardly cutting edge applied psychology.
However, I found much of interest in the book and some thought provoking
chapters, such as the chapter “Shame and Pride and their Effects on Student
Achievement”.
Unsurprisingly in an edited book, there is some repetition and there are some
contradictory ideas – for example the chapter on Shame and Pride points out the
frequent use of educational practices which trigger shame in students and the poten-
tially very damaging consequences of this. A later chapter on Situating Emotions in
Classroom Practices reframes the common practice in primary classrooms of send-
ing children to a “shame corner” as “… a series of lessons in moral emotions … .”
(p. 468) suggesting shaming is a constructive and helpful process.
In the current climate of increased pressure on schools, teachers and students
for academic achievement, and the fragmentation of support services, a reminder of
the central role of emotions and emotional intelligence at all levels and in all
aspects of education is crucial and timely. This book is undoubtedly an important
contribution as it provides an overview of the field, and most importantly, identifies
areas for future research. It lacks practical application, but that is not the stated pur-
pose of the book, so it cannot be criticised for that. Although not all of this book
will be immediately relevant or accessible, it would be well worth buying for a ser-
vice library and may inspire action research which will translate theory into new
understanding and educational practices to increase students’ enjoyment of learning
and achievement.
 Educational Psychology in Practice 109

Recommended for: the service library, training institutions.

Style: theoretical, complex, good for dipping into.

Lucy Robertson
Principal Educational Psychologist, South East Psychology Ltd, London, UK
lucy.robertson@sepsychology.co.uk
© 2014, Lucy Robertson
http://dx.doi.org/10.1080/02667363.2014.994350