Main theoretical points
The emotional and mental intellect of a person will have an overall impact on our learning. The connection made by MacKeracher (2004) breaks this concept down into the emotional development of the learner and how that can impact motivation. Learning is an action which means it requires energy which leads to increase of motivation. We are all motivated to grow and learn based on our own reasons one way or another (p.123). This idea leads into the elements that build up our learning abilities such as arousal, emotions, and stress (MacKeracher , 2004, p.124). The levels of these three factors build up the brain's direct connection to learning and retaining information. As a result we are taught to cope and adapt and establish what we ultimately want to learn (Schuwirth, 2010, p.14).
The association between stress and emotions can lead to friction due to arousal state. This friction comes from the feeling of being pushed outside of the comfort zone and countering the desire to learn in some situations. On the other hand the emotion behind learning also teaches a learner what they don't want to learn or know (Schuwirth, 2010. p.15). We often see this with students who are challenged in a particularly more difficult topic may often drop the course and even avoid doing assignments until the last minute. Additionally if there are positive emotions connecting a learner to a specific topic they are more likely to remember and apply information (Schuwirth, 2010. p.15). In the text Hebb (1972) mentioned that throughout one's lifespan they are going to experience stress. This does affect those from different age groups as it is known that levels of stress heighten with intellectual ability and age(MacKeracher, 2004, p.124.
Prolonging any stressful situation or stress reaction could result in shutdown or reduced competence. The reduction in competence could ultimately result in poor communication such as repetitive language, unfinished discussion, no listening, excessive talking as well as silence, and much more under different circumstances (MacKeracher, 2004, p.125).
In general, there has been agreement in the fact that motivation, cognitive ability, and emotion are all fundamental in the operation of the human brain (Trigwell et al., 2012.p.812) Furthermore referring to the Self- Regulated learning system within the research history have always included the focus on students emotional response within a learning setting. This could include but not be limited to their response to context and achievement of set goals. The connection is emotionally charged from the perspective of learning strategies and learning achievement and the emotions attached to both (Trigwell et al., 2012.p.813). There have been instruments created in the past such as the Academic Emotion Questionnaire which specifically targets and summarizes the students emotions. Trugwell et al., (2012) mentioned this instrument and the evidence in the connection being the emotional mental state of the students and their overall educational motivation, self regulation, learning strategies, and academic achievement (p.813).
Moreover there has been education research that focused on the role of emotions brokedown in terms of positive and negative feelings (Rowe et al., 2013, p.2). There has been an emphasis on the benefit of positive emotions within enhancing attention, memory, information procession, achievement, and problem solving. The opposite being true for the effects of negative emotions leading to possible and often certain regression in all previous mentioned areas.
Practical Application for this Theory
The awareness of this as a teacher is very important because ethical as mentioned within there is a goal to not cause harm or damage to our students (Schuwirth, 2010, p.14). The emotions don't only affect the way we learn but why we want to learn in general. It would be wise for any educator or facilitator to spend some time trying to lower stress levels. This may mean deliberately avoiding initial challenges and complicated tasks, and focus on more confidence building tasks. Within this strategy they are being diligent about lowering anxiety and enforcing more manageable less arousal and emotion in a learning setting (MacKeracher (2004). The use of the systems that are modeled after the conceptualization of emotional knowledge, concepts, and scripts are used and highly supported in empirical findings (Rowe et a;., 2013.p.2). These prototypes are formatted to form a hierarchy of rated emotions and feelings on a scale of measurement of occurrences of either positive or negative feelings. The evidence found from these have been used to form assessments, training, and protocols on educating individuals with awareness.
In application, the awareness of the result of handling students with compassion and encouraging learning as well as harnessing positive responses. In order to combat negative associations it is important that educators become the source of the positive emotions in learning. Rowe et al., (2013) highlighted this within their coded categories labeled social environment, passionate injury, and individual variables (p.8).. These categories cover a range of social situations and personal factors that impact each learner. Passionate inquiry covers the way an educator would approach their curriculum as well as their delivery. In fact there has been evidence in research that the focus on passionate inquiry tied to students needs and interest is shown more of a positive impact (Rowe et al., 2013. p.8). Secondly, the delivery being associated with a more friendly, interesting or exciting teaching style has also been shown to increase engagement and intake of information by learners. This encourages a more positive social climate helping to enhance the feelings of supportive student and staff relations.
Thirdly, the personal factors covering the category of individual variables reinforces the need for educators to always remain aware of the multiple factors that affect one's ability to learn. We all experience life differently based on our cultures, environments, relationships and cognitive abilities and limitations. All affecting someone's emotions in terms of perception of goals, achievement and the overall process of learning (Rowe et al., 2013. p.9). With the use of this practical and functional perspective an educator could frame their curriculum and delivery in the most supportive way. Throughout planning different learning activities the teacher could focus on promoting positive emotions with the use of collaborative, cohesive, and accepting tasks. Thus building up the learner in a way that helps shape their learning pattern to be respective to learning materials and information.
Reflection
In review this theory covers the way emotions affect one's ability to learn based on positive versus negative association and personal limitation. The role of the educator is to remain aware of this and actively build their curriculum around the concept. The educator has a responsibility to their learner to actively build up the motivation of the learner and present materials in a way that doesn't promote negative responses. There has been a multitude of research done on the association between emotions and learning and it's a duty of every practitioner to grow with their students. Mackeracher (2004) covered this approach in great detail and provided an outline for future educators. I think even before reading the chapter I was aware of the effects of emotions on one's learning ability. I work in the educational field and I think making sure my learners have a positive mind frame before beginning or proceeding with my session is very important. As working to build motivation and maintain confidence when introducing new materials and concepts. I work with clients to advocate for themself and express any feelings good or bad so we are able to work together. I always try to make sure my learners know I am available for support and further explanation. So covering this topic is refreshing as well as informative for myself and valuable to my role in life currently.
Highlights and Process of Theory Review
Idea | Major Theoretical Points | Application |
1. | Educators need to be aware of the possible emotionally lead response to learning new concepts and actively frame their materials in delivery in a way that promotes positive response. | - Clear and concise of direction if regards to materials, concepts, and expectations. - Set a standard of community and welcome learners without biases. |
2. | Educators need to frame their delivery and approach to forma supportive , collaborative, and motivating experience for students. | - Build up the learners in the different forms of delivery that allow for a more compassionate and safe learning environment. - Set a tone of respect and care to lessen the negative emotional outcomes with check ins and open discussions. |
3. | With the knowledge of positive and negative emotions associated with the success and achievement and personal factors of the students. The educator should approach each student with the mindsets of individuality. | - Provide opportunities to create a more communal approach to learning, more opportunity for self expression and cohesiveness between learners and educators. - Educators should consider personal factors when address a leisure, assignment, and communication with each students. |
References
MacKeracher, D. (2010). Making sense of adult learning (2nd ed.). University of Toronto Press.
Rowe, A. D., Fitness, J., & Wood, L. N. (2013). University student and lecturer perceptions of positive emotions in learning. International Journal of Qualitative Studies in Education, 28(1), 1–20. https://doi.org/10.1080/09518398.2013.847506
Schuwirth, L. (2012). ‘emotions in learning’ is more than merely ‘learning of emotions.’ Medical Education, 47(1), 14–15. https://doi.org/10.1111/medu.12078
Trigwell, K., Ellis, R. A., & Han, F. (2012). Relations between students’ approaches to learning, experienced emotions and outcomes of learning. Studies in Higher Education, 37(7), 811–824. https://doi.org/10.1080/03075079.2010.549220
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