Pedagogical affect, student interest, and learning performance - J.L. Abrantes, C. Seabra & L.F. Lages- Journal of Business Research, Vol. 60, Issue 9, September 2007, p. 960-964

Abstract: Using a sample of more than 1000 students, this study reveals that students’ perceived learning depends directly on their interest, pedagogical affect, and their learning performance and indirectly on the student–instructor interaction, the instructor's responsiveness, course organization, the instructor's likeability/concern, and the student's learning performance. Likeability/concern indirectly affects student interest by influencing learning performance. The results yield recommendations for schools, department heads, and university administrators.

Full Text: PDF

Key competences for lifelong learning (Recommendation of the European Parliament and of the Council) - europa.eu, 2006

Abstract: Key competences in the shape of knowledge, skills and attitudes appropriate to each context are fundamental for each individual in a knowledge-based society. They provide added value for the labour market, social cohesion and active citizenship by offering flexibility and adaptability, satisfaction and motivation. Because they should be acquired by everyone, this Recommendation proposes a reference tool for the Member States to ensure that these key competences are fully integrated into their strategies and infrastructures, particularly in the context of lifelong learning.

Full Text: PDF