What About Passion in Education? The Concept of Passion, why it is Important and How Teachers Can Promote it

  1. Ruiz-Alfonso, Zuleica 1
  2. Lidia Santana Vega 2
  3. Elina Vilar Beltran 3
  1. 1 Universidad de Las Palmas de Gran Canaria
    info

    Universidad de Las Palmas de Gran Canaria

    Las Palmas de Gran Canaria, España

    ROR https://ror.org/01teme464

  2. 2 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

  3. 3 Queen Mary University of London
    info

    Queen Mary University of London

    Londres, Reino Unido

    ROR https://ror.org/026zzn846

Revista:
European Scientific Journal, ESJ

ISSN: 1857-7431 1857-7881

Any de publicació: 2018

Volum: 14

Número: 1

Pàgines: 19-28

Tipus: Article

DOI: 10.19044/ESJ.2018.V14N1P19 GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: European Scientific Journal, ESJ

Resum

Is passion important in the educational context? What are the benefitsof passion? Is it possible to foster students’ passion? What are the teachers’characteristics or behaviors that foster students’ passion? The aim of this studywas to answer this questions by a literature review, as well as to present aglobal and current picture about the role of passion in Education. Althoughresearch on passion is really recent and, therefore, still scarce, the literaturereviewed showed a great variety of passion’s outcomes, which highlights theimportance it has in the educational context. We also tried to summarize theteachers’ characteristics studied up to now that can foster the students’passion. We concluded by presenting the potential implications of the articlesreviewed within education, and presenting the main conclusions of the review.

Referències bibliogràfiques

  • Bonneville-Roussy, A., Lavigne, G. L., & Vallerand, R. J. (2011). When passion leads to excellence: The case of musicians. Psychology of Music, 39(1), 123–138. http://doi.org/10.1177/0305735609352441
  • Bonneville-Roussy, A., Vallerand, R. J., & Bouffard, T. (2013). The roles of autonomy support and harmonious and obsessive passions in educational persistence. Learning and Individual Differences, 24, 22– 31. http://doi.org/10.1016/j.lindif.2012.12.015
  • Carvalho, C.; Martins, D.; Santana, L. E. y Feliciano L. (2014). Teacher Feedback: Educational Guidance in Different School Contexts. Procedia - Social and Behavioral Sciences 159, 219 – 223.doi: 10.1016/j.sbspro.2014.12.360
  • http://www.sciencedirect.com/science/article/pii/S187704281406490 8
  • Coleman, L. J., & Guo, A. (2013). Exploring children’s passion for learning in six domains. Journal for the Education of the Gifted, 36(2), 155–175. http://doi.org/10.1177/0162353213480432
  • Day, C. (2004). The passion of successful leadership. School Leadership & Management, 24(4), 425–437. http://doi.org/10.1080/13632430410001316525
  • Fontana K. y Santana Vega, L.E. (2012). Dimensione rilevanti dell’educazione nella tappa della scuola primaria. Difficoltà di apprendimimento. 17(4), 545-570.
  • Forest, J., Mageau, G. A., Sarrazin, C., & Morin, E. M. (2011). “Work is my passion”: The different affective, behavioural, and cognitive consequences of harmonious and obsessive passion toward work. Canadian Journal of Administrative Sciences, 28(1), 27–40. http://doi.org/10.1002/cjas.170
  • Fredricks, J. A., Alfeld, C., & Eccles, J. S. (2010). Developing and fostering passion in academic and nonacademic domains. Gifted Child Quarterly, 54(1), 18–30. http://doi.org/10.1177/0016986209352683
  • Gucciardi, D. F., Jackson, B., Hanton, S., & Reid, M. (2015). Motivational correlates of mentally tough behaviours in tennis. Journal of Science and Medicine in Sport, 18(1), 67–71. http://doi.org/10.1016/j.jsams.2013.11.009
  • Haerens, L., Vansteenkiste, M., Aelterman, N., & Van den Bergh, L. (2016). Toward a systematic study of the dark side of student motivation: Antecedents and consequences of teachers’ controlling behaviors. In W. C. Liu, J. C. K. Wang, & R. M. Ryan (Eds.), Building autonomous learners (pp. 59–81). Singapore. http://doi.org/10.1007/978-981-287-630-0
  • Ho, V. T., Wong, S. S., & Lee, C. H. (2011). A Tale of Passion: Linking Job Passion and Cognitive Engagement to Employee Work Performance. Journal of Management Studies, 48(1), 26–47. http://doi.org/10.1111/j.1467-6486.2009.00878.x
  • Hobbs, L. (2012). Examining the aesthetic dimensions of teaching: Relationships between teacher knowledge, identity and passion. Teaching and Teacher Education, 28(5), 718–727. http://doi.org/10.1016/j.tate.2012.01.010
  • Liston, D. P., & Garrison, J. W. (2004). Teaching, learning, and loving: Reclaiming passion in educational practice. New York: RoutledgeFalmer.
  • Mageau, G. A., Vallerand, R. J., Charest, J., Salvy, S.-J., Lacaille, N., Bouffard, T., & Koestner, R. (2009). On the development of harmonious and obsessive passion: The role of autonomy support, activity specialization, and identification with the activity. Journal of Personality, 77(3), 601–46. http://doi.org/10.1111/j.1467- 6494.2009.00559.x
  • Moeller, J., Dietrich, J., Eccles, J. S., & Schneider, B. (2017). Passionate Experiences in Adolescence: Situational Variability and Long-Term Stability. Journal of Research on Adolescence, 27(2), 344–361. http://doi.org/10.1111/jora.12297
  • Oliver, M., & Venville, G. (2011). An exploratory case study of olympiad students’ attitudes towards and passion for science. International Journal of Science Education, 33(16), 2295–2322. http://doi.org/10.1080/09500693.2010.550654
  • Phelps, P. H., & Benson, T. R. (2012). Teachers with a passion for the profession. Action in Teacher Education, 34(1), 65–76. http://doi.org/10.1080/01626620.2012.642289
  • Ruiz-Alfonso, Z., & León, J. (2016). The role of passion in education: A systematic review. Educational Research Review, 19, 173–188. http://doi.org/10.1016/j.edurev.2016.09.001
  • Ruiz-Alfonso, Z., & León, J. (2017). Passion for math: Relationships between teachers’ emphasis on class contents usefulness, motivation and grades. Contemporary Educational Psychology, 51, 284-292. http://doi.org/10.1016/j.cedpsych.2017.08.010
  • Ruiz-Alfonso, Z. & León, J. (n.d.). Teaching quality: Relationships between passion, deep strategy to learn and curiosity in math.
  • Santana Vega. L.E. (2015). Orientación educativa e intervención psicopedagógica. Madrid: Pirámide.
  • Stoeber, J., Childs, J. H., Hayward, J. A., & Feast, A. R. (2011). Passion and motivation for studying: Predicting academic engagement and burnout in university students. Educational Psychology, 31(4), 513–528. http://doi.org/10.1080/01443410.2011.570251
  • Vallerand, R. J. (2015). The psychology of passion: A dualistic model. (R. J. Vallerand, Ed.). New York: Oxford University Press. http://doi.org/10.1017/CBO9781107415324.004
  • Vallerand, R. J., Blanchard, C. M., Mageau, G. A., Koestner, R., Ratelle, C. F., Leonard, M., … Marsolais, J. (2003). Les passions de l’Ame: On obsessive and harmonious passion. Journal of Personality and Social Psychology, 85(4), 756–767. http://doi.org/10.1037/0022- 3514-85.4.756
  • Vallerand, R. J., Mageau, G. A., Elliot, A. J., Dumais, A., Demers, M. A., & Rousseau, F. (2008). Passion and performance attainment in sport. Psychology of Sport and Exercise, 9, 373–392. http://doi.org/10.1016/j.psychsport.2007.05.003
  • Vallerand, R. J., Salvy, S.-J., Mageau, G. A., Elliot, A. J., Denis, P. L., Grouzet, F. M. E., & Blanchard, C. M. (2007). On the role of passion in performance. Journal of Personality, 75(3), 505–534. http://doi.org/10.1111/j.1467-6494.2007.00447.x