Abstract
This chapter raises some issues related to inquiry on emotions in education. In spite of the emotional nature of classrooms, inquiry on emotions in educational contexts, outside of a few notable exceptions has been slow to emerge. Students' test anxiety has been the only emotion in this field that has strongly and continuously attracted researchers' interest. From more than 1000 empirical studies conducted over a span of more than five decades, there is evidence on the structures, antecedents, and effects of this emotion, as well as on measures suited to prevent excessive test anxiety by changing education, and to treat this emotion once it occurred. The call for research on emotions has been heard, and recently, there has been a discernible increase in the number of scholars investigating emotions in educational contexts. The chapter highlights the most contemporary, informative, and formative research in the areas of emotions and emotional regulation in education.
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