Allchin, D. (1999). Values in science: An educational perspective. Science & Education, 8, 1–12.
Arnett, R. C., & Nakagawa, G. (1981). An ethical alternative to empathic listening: An existential/phenomenological approach. Sept: Educational Resource Information Center (ERIC).
Barczak, G., Lassk, F., & Mulki, J. (2010). Antecedents of team creativity: An examination of team emotional intelligence, team trust and collaborative culture. Creativity and Innovation Management, 19(4), 332–345.
Bell, R. L., & Lederman, N. G. (2003). Understandings of the nature of science and decision making on science and technology based issues. Science Education, 87(3), 352–377.
Bellocchi, A. (2017). Interaction ritual approaches to emotion and cognition in science learning experiences. In A. Bellocchi, C. Quigley, & K. Otrel-Cass (Eds.), Exploring emotions, aesthetics and wellbeing in science education research (pp. 85–105). Springer: Dordrecht.
Bellocchi, A., & Turner, J. (2019). Conceptualising valences in emotion theories: A sociological approach. In R. Patulny, A. Bellocchi, S. Khorana, R. Olson, J. McKenzie, & M. Peterie (Eds.), Emotions in late modernity (pp. 41–55). London: Routledge.
Bellocchi, A., Ritchie, S. M., Tobin, K., King, D., Sandhu, M., & Henderson, S. (2014). Emotional climate and high quality learning experiences in science teacher education. Journal of Research in Science Teaching, 51(10), 1301–1325.
Berkowitz, M. W., & Grych, J. H. (2000). Early character development and education. Early Education and Development, 11(1), 55–72.
Boler, M. (1999). Feeling power: Emotions and education. New York, NY: Routledge.
Branch, R. M. (2009). Instructional design: The ADDIE approach (Vol. 722). Berlin: Springer Science & Business Media.
Broughton, S. H., Sinatra, G. M., & Nussbaum, E. M. (2013). “Pluto has been a planet my whole life!” emotions, attitudes, and conceptual change in elementary students’ learning about Pluto’s reclassification. Research in Science Education, 43(2), 529–550.
Bryant, B. K. (1982). An index of empathy for children and adolescents. Child Development, 53(2), 413–425.
Cantor, J., & Wilson, B. J. (1984). Modifying fear responses to mass media in preschool and elementary school children. Journal of Broadcasting, 28(4), 431–443.
Carkhuff, R. R., & Truax, C. B. (1965). Training in counseling and psychotherapy: An evaluation of an integrated didactic and experiential approach. Journal of Consulting Psychology, 29(4), 333–336.
Chang, J. Y., Mun, J. Y., Yoo, H. S., Choi, G. H., Krajcik, J., & Kim, S.-W. (2012). Korean middle school students’ perceptions as global citizens of socioscientific issues. Journal of Korean Association for Science Education, 32(7), 1124–1139.
Chen, B., Hu, W., & Plucker, J. A. (2016). The effect of mood on problem finding in scientific creativity. The Journal of Creative Behavior, 50(4), 308–320.
Choi, K., Lee, H., Shin, N., Kim, S.-W., & Krajcik, J. (2011). Re-conceptualization of scientific literacy in South Korea for the 21st century. Journal of Research in Science Teaching, 48(6), 670–697.
Chung, Y., Yoo, J., Kim, S.-W., Lee, H., & Zeidler, D. L. (2016). Enhancing students’ communication skills in the science classroom through socioscientific issues. International Journal of Science and Mathematics Education, 14(1), 1–27.
Colucci-Gray, L., Camino, E., Barbiero, G., & Gray, D. (2006). From scientific literacy to sustainability literacy: Anecological framework for education. Science Education, 90, 227–252.
Cook, E. T., Greenberg, M. T., & Kusche, C. A. (1994). The relations between emotional understanding, intellectual functioning, and disruptive behavior problems in elementary-school-aged children. Journal of Abnormal Child Psychology, 22(2), 205–219.
Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research. London: SAGE.
Davidson, R. J., & Begley, S. (2012). The emotional life of your brain: How its unique patterns affect the way you think, feel, and live—and how you can change them. London: Hodder & Stoughton.
Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. Journal of Personality and Social Psychology, 44(1), 113–126.
Davis, J. P., & Bellocchi, A. (2018). Objectivity, subjectivity, and emotion in school science inquiry. Journal of Research in Science Teaching, 55, 1419–1447.
Denham, S. A., Ferrier, D. E., Howarth, G. Z., Herndon, K. J., & Bassett, H. H. (2016). Key considerations in assessing young children’s emotional competence. Cambridge Journal of Education, 46(3), 299–317.
DeVries, R., & Zan, B. (2012). Moral classrooms, moral children: Creating a constructivist atmosphere in early education (2nd ed.). New York: Teachers College Press.
Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomized trial of the preschool “PATHS” curriculum. The Journal of Primary Prevention, 28(2), 67–91.
Efklides, A., Kourkoulou, A., Mitsiou, F., & Ziliaskopoulou, D. (2006). Metacognitive knowledge of effort, personality factors, and mood state: Their relationships with effort related metacognitive experiences. Metacognition and Learning, 1, 33–49.
Ekborg, M. (2005). Is heat generated from a crematorium an appropriate source for district heating? Student teachers’ reasoning about a complex environmental issue. Environmental Education Research, 11(5), 557–573.
Erikson, E. H. (1968). Identity: Youth and crisis (2nd ed.). New York: Norton (Original work published 1950).
Ganzel, A. K. (1999). Adolescent decision making: The influence of mood, age, and gender on the consideration of information. Journal of Adolescent Research, 14(3), 289–318.
George, J. M. (2000). Emotions and leadership: The role of emotional intelligence. Human Relations, 53(8), 1027–1055.
Glowka, L., Burhenne-Guilmin, F., Synge, H., McNeely, J. A., & Gündling, L. (1994). A guide to the convention on biodiversity. Switzerland and Cambridge: International Union for Conservation of Nature, Gland.
Glück, J., & Bluck, S. (2013). The MORE life experience model: A theory of the development of wisdom. In M. Ferrari & N. Westrate (Eds.), Personal Wisdom (pp. 75–97). Dordrecht: Springer.
Goldin, G. A. (2014). Perspectives on emotion in mathematical engagement, learning, and problem solving. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 391–414). New York: Routledge.
Grace, M. M., & Ratcliffe, M. (2002). The science and values that young people draw upon to make decisions about biological conservation issues. International Journal of Science Education, 24(11), 1157–1169.
Greenberg, M. T., & Kusché, C. A. (1998). Preventive intervention for school-age deaf children: The PATHS curriculum. Journal of Deaf Studies and Deaf Education, 3(1), 49–63.
Greene, J. C. (2007). Mixed methods in social inquiry (Vol. 9). Hoboken: John Wiley & Sons.
Greenhalgh, P. (1994). Emotional growth and learning. London: Routledge.
Griswold, J. C., & Chowning, J. T. (2013). Strategies to support ethical reasoning in student argumentation. Issues in Teacher Education, 22(1), 63–75.
Gross, J. J. (1998). Antecedent-and response-focused emotion regulation: Divergent consequences for experience, expression, and physiology. Journal of Personality and Social Psychology, 74(1), 224–237.
Hanson, W. E., Creswell, J. W., Plano Clark, V. L., Petska, K. S., & Creswell, J. D. (2005). Mixed methods research designs in counseling psychology. Journal of Counseling Psychology, 52, 224–235.
Harrison, C. (1993). Nature conservation, science and popular values. In F. B. Goldsmith & A. Warren (Eds.), Conservation in Progress (pp. 35–49). Hoboken: Wiley-Blackwell.
Hen, M., & Goroshit, M. (2014). Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: A comparison between students with and without learning disabilities. Journal of Learning Disabilities, 47(2), 116–124.
Jaber, L. Z., & Hammer, D. (2015). Learning to feel like a scientist. Science Education, 100(2), 189–220.
Jho, H., Yoon, H.-G., & Kim, M. (2014). The relationship of science knowledge, attitude and decision making on socio-scientific issues: The case study of students’ debates on a nuclear power plant in Korea. Science & Education, 23, 1131–1151.
Kahan, D. M., Peters, E., Wittlin, M., Slovic, P., Ouellette, L. L., Braman, D., & Mandel, G. (2012). The polarizing impact of science literacy and numeracy on perceived climate change risks. Nature Climate Change, 2(10), 732–735.
Kim, G., & Lee, H. (2017). Effects of community-based SSI programs on promoting middle school students’ understanding of issues and character and values as citizens: Focused on fine dust issues. Journal of the Korean Association for Science Education, 37(6), 911–920.
King, D., Ritchie, S. M., Sandhu, M., Henderson, S., & Boland, B. (2017). Temporality of emotion: Antecedent and successive variants of frustration when learning chemistry. Science Education, 101(4), 639–672.
Lamothe, M., McDuff, P., Pastore, Y. D., Duval, M., & Sultan, S. (2018). Developing professional caregivers’ empathy and emotional competencies through mindfulness-based stress reduction (MBSR): Results of two proof-of-concept studies. BMJ Open, 8(1), e018421. https://doi.org/10.1136/bmjopen-2017-018421.
Lazarus, R. S., & Alfert, E. (1964). Short-circuiting of threat by experimentally altering cognitive appraisal. The Journal of Abnormal and Social Psychology, 69(2), 195–205.
Lee, H., Yoo, J., Choi, K., Kim, S.-W., Krajcik, J., Herman, B. C., & Zeidler, D. L. (2013). Socioscientific issues as a vehicle for promoting character and values for global citizens. International Journal of Science Education, 35(12), 2079–2113.
Lewis, M. (2008). Self-conscious emotions. Embarrassment, pride, shame and quilt. In M. Lewis, J. M. Haviland-Jones, & L. F. Barrett (Eds.), Handbook of emotions (3rd Ed.) (pp. 742–756). New York: The Guilford Press.
Linares, L. O., Rosbruch, N., Stern, M. B., Edwards, M. E., Walker, G., Abikoff, H. B., & Alvir, J. M. J. (2005). Developing cognitive-social-emotional competencies to enhance academic learning. Psychology in the Schools, 42(4), 405–417.
Luca, J., & Tarricone, P. (2001). Does emotional intelligence affect successful teamwork? In Meeting at the crossroads, Proceedings of the 18th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education at the ASCILITE (pp. 367–376). Melbourne: University of Melbourne.
Lundholm, C., Hopwood, N., & Rickinson, M. (2013). Environmental learning-insights from research into the student experience. In R. B. Stevenson, M. Brody, J. Dillon, & A. E. J. Wals (Eds.), International handbook of research on environmental education (pp. 243–252). New York: American Educational Research Association.
Malmivuori, M. L. (2006). Affect and self-regulation. Educational Studies in Mathematics, 63(2), 149–164.
Mankad, A. (2012). Decentralised water systems: Emotional influences on resource decision making. Environmental International, 44, 128–140.
Manni, A., Sporre, K., & Ottander, C. (2013). Mapping what young students understand and value regarding sustainable development. International Electronic Journal of Environmental Education, 3(1), 17–35.
Mead, G. H. (1955). Mind, self and society, from the standpoint of a social behaviorist. Chicago, IL: University of Chicago Press.
Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121–131.
Merrell, K. W., Juskelis, M. P., Tran, O. K., & Buchanan, R. (2008). Social and emotional learning in the classroom: Evaluation of strong kids and strong teens on students’ social-emotional knowledge and symptoms. Journal of Applied School Psychology, 24(2), 209–223.
Meyer, D. K., & Turner, J. C. (2006). Re-conceptualizing emotion and motivation to learn in classroom contexts. Educational Psychology Review, 18(4), 377–390.
Na, J. Y., Wilkinson, K., Karny, M., Blackstone, S., & Stifter, C. (2016). A synthesis of relevant literature on the development of emotional competence: Implications for design of augmentative and alternative communication systems. American Journal of Speech-Language Pathology, 25(3), 441–452.
Ojala, M. (2012). Hope and climate change: The importance of hope for environmental engagement among young people. Environmental Education Research, 18(5), 625–642.
Olitsky, S. (2007). Promoting student engagement in science: Interaction rituals and the pursuit of a community of practice. Journal of Research in Science Teaching, 44(1), 33–56.
Op’t Eynde, P., De Corte, E., & Verschaffel, L. (2007). Students’ emotions: A key component of self-regulated learning? In P. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 185–204). Burlington, MA: Academic Press.
Park, K. H. (2006). 고릴라는 핸드폰을 미워해 (Gorillas hate cell phone). Seoul: Booksense.
Partnership for 21st Century Skills (P21). (2009). Framework for 21st century learning definitions. http://www.battelleforkids.org/networks/p21/frameworks-resources. Accessed 10 May 2019.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341.
Petty, L., Allen, D., & Oliver, C. (2009). Relationship among challenging, repetitive, and communicative behaviors in children with severe intellectual disabilities. Journal Information, 114(5), 356–368.
Ritchie, S. M. (2018). Events in learning. In S. M. Ritchie & K. G. Tobin (Eds.), Eventful learning: Learner emotions (pp. 1–7). Leiden: Brill.
Rosiek, J., & Beghetto, R. A. (2009). Emotional scaffolding: The emotional and imaginative dimensions of teaching and learning. In P. A. Schutz & M. Zemylas (Eds.), Advances in teacher emotion research: The impact on teachers’ lives (pp. 175–194). New York, NY: Springer.
Saarni, C. (1990). Emotional competence: How emotions and relationships become integrated. In R. A. Thompson & R. Dienstbier (Eds.), Socioemotional development: Nebraska symposium on motivation (pp. 115–182). Lincoln: University of Nebraska Press.
Saarni, C. (1999). The development of emotional competence. New York, NY: The Guilford Press.
Saarni, C. (2000). Emotional competence: A developmental perspective. In R. Bar-On & J. D. A. Parker (Eds.), The handbook of emotional intelligence: Theory, development, assessment, and application at home, school, and in the workplace (pp. 68–91). San Francisco, CA: Jossey-Bass.
Saarni C. (2011) Emotional Development in Childhood. In: Tremblay RE, Boivin M, Peters RDeV, (eds.) Lewis M, topic ed. Encyclopedia on Early Childhood Development [online]. http://www.child-encyclopedia.com/emotions/according-experts/emotional-development-childhood.. Accessed 3 July 2019.
Sadler, T. D., & Zeidler, D. L. (2004). The morality of socioscientific issues: Construal and resolution of genetic engineering dilemmas. Science Education, 88(1), 4–27.
Sadler, T. D., & Zeidler, D. L. (2005). The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues. Science Education, 89(1), 71–93.
Schutz, P. A., Aultman, L. P., & Williams-Johnson, M. R. (2009). Educational psychological perspectives on teachers’ emotion. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research (pp. 195–212). Dordrecht: Springer Press.
Shields, S. A. (2002). Speaking from the heart: Gender and the social meaning of emotion. Cambridge: Cambridge University Press.
Simonneaux, L. (2014). From promoting the techno-sciences to activism - a variety of objectives involved in the teaching of SSIs. In L. Bencze & S. Alsop (Eds.), Activist science and technology education (pp. 99–111). Dordrecht: Springer.
Stemmler, G. (1997). Selective activation of traits: Boundary conditions for the activation of anger. Personality and Individual Differences, 22(2), 213–233.
Swann, W. B. (1987). Identity negotiation: Where two roads meet. Journal of Personality and Social Psychology, 53(6), 1038–1051.
Thompson, R. A. (1991). Emotional regulation and emotional development. Educational Psychology Review, 3(4), 269–307.
Thompson, R. A., & Goodvin, R. (1999). The individual child: Temperament, emotion, self, and personality. In M. Bornstein & M. Lamb (Eds.), Developmental psychology: An advanced textbook (pp. 427–468). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Tomas, L., & Rigano, D. (2018). This is not a sex-education class, this is biology! In S. M. Ritchie & K. G. Tobin (Eds.), Eventful learning: Learner emotions (pp. 157–169). Leiden: Brill.
Tomas, L., & Ritchie, S. M. (2012). Positive emotional responses to hybridised writing about a socio-scientific issue. Research in Science Education, 42(1), 25–49.
Tomas, L., Rigano, D., & Ritchie, S. M. (2016). Students’ regulation of their emotions in a science classroom. Journal of Research in Science Teaching, 53(2), 234–260.
Tsevreni, I. (2011). Towards an environmental education without scientific knowledge: An attempt to create an action model based on children's experiences, emotions and perceptions about their environment. Environmental Education Research, 17(1), 53–67.
Vining, J., & Tyler, E. (1999). Values, emotions and desired outcomes reflected in public responses to forest management plans. Research in Human Ecology, 6, 21–34.
Zeidler, D. L., Walker, K. A., Ackett, W. A., & Simmons, M. L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. Science Education, 86(3), 343–367.
Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89(3), 357–377.