Although emotions have the potential to influence the processes of teaching and learning, its research in educational contexts emerges slowly and piecemeal. This article seeks to contribute to clarify a field of Educational Psychology that promises contributions to design instructional environments that promote beneficial emotions to learning. First, it shows the complexity of emotion as a multidimensional construct. Second, traditional perspectives and emerging approaches are presented. Third, develops key aspects of the theory of achievement emotions by Pekrun et al. Finally, possible implications for educational practice and viable horizons for future research are provided.