Cet ouvrage presente differents points de vue sur une meme methode, l'analyse des correspondances. Il montre comment cette methode s'est developpee pour traiter des donnees de plus en plus variees et complexes et comment elle s'est enrichie au contact d'autres courants de pensee. De plus, cet ouvrage presente un panorama des applications possibles. "

This edited volume is the result of a collaboration by twenty-one researchers in psychology and educational sciences working in a dozen of different universities from Europe (Denmark, France, Netherlands, Norway, Spain and Switzerland), North America (Canada), and Oceania (Australia). At the heart of this book lies a single theme: The integration of research and practice concerning the emotional lives of persons. In this volume we bring together contributions from various research traditions that attempt such integration within the contexts of emotional competence development (including emotion regulation), the relation between cognition and emotion (including emotion understanding), emotion in various contexts (including entertainment), emotional pedagogy, clinical psychology, and cultural influences on emotion. Despite the fact that this volume brings together very different perspectives (psychology, education, philosophy, media studies) the individual contributions share a common concern to marry research and practice, and to be relevant both to science and society.

This book is the result of collaboration by scholars in developmental psychology and educational sciences from six European Countries (Austria, Denmark, France, Germany, Switzerland, and the United Kingdom) and Canada and the United States. It provides an overview of innovative research on emotions in learning from a psychological and pedagogical point of view. Indeed, emotions have recently emerged as one of the main factors of learning. With this book, the reader will not only acquire an understanding of emotions in learning but also propositions for interventions that seek to help children, adolescents (pupils, students) and adults (teachers) to improve their emotional experiences and comprehensions in the context of learning and teaching.

This book provides an overview of novel and significant research on emotional competencies from psychological, clinical and pedagogical points of view. Emotional competencies have emerged as one of the main factors of psychological functioning and development and of individual differences in this functioning and development. They can be defined as the abilities to (1) experience, (2) recognise, (3) express, (4) control the expression of, (5) regulate the experience of and (6) understand emotions. The book is divided into 10 chapters, and each one explores at least one of these six emotional competences. With this book, the reader will achieve an up-to-date and extensive understanding of emotional competences, their natures, developments, causes, consequences and possibilities for improvement.