Group 2: Emotions in Learning, Individual Theory Review by Shea Harrell

 

 

Theory Review: Emotions in Learning

Shea Harrell

Department of Educational Studies, Ball State University

EDAC 635: Strategies for Teaching Adults

Dr. Bo Chang

September 22, 2024

 

Name	Commented On
Shea Harrell	Kayla McAllister
Shea Harrell	Julee Sims

 

Introduction

Throughout the day, people can experience a range of emotions that impact how they perceive the world. If a person’s day begins with a spilled cup of coffee, traffic, and an unexpected rainstorm, they are much more likely to interpret their day overall as “bad.” Conversely, sunny weather, a successful meeting, and finishing a big project can mean an overall “good” day. The same can be said for how people approach educational experiences: an open mind and stress-free learning environment can yield a positive learning experience, while a lack of information and a massive workload can yield a negative learning experience. In adult education, it is important to consider how emotions, both positive and negative, can impact adult learning.  

Main Theoretical Points

            There is a continuum of emotions that can be felt by students during the learning process. It is imperative for educators to recognize the importance of students’ emotional needs, as well as their educational ones. Between Despair and Joy – Emotions in Learning (2021) examined this idea by not only outlining the range of emotions that could be felt by learners, but how both positive and negative emotions can impact learning. Unsurprisingly, negative emotions were found to negatively impact learning, while positive emotions were linked to increased engagement and enjoyment. The question then becomes: how can facilitators ensure students experience positive emotions during the learning process?

Pekrun (2006) answers this question with the Control-Value theory. In his research, Pekrun determined c Pekrun also identifies that in addition to affecting students’ performance in the learning environment, emotions are also central to psychological health and as such “should be regarded as important educational outcomes in themselves, independent of their functional relevance” (Pekrun, 2006).

Rowe, Fitness, & Wood (2015) also examined emotions in learning, however, they focused their research on which specific positive emotions were most beneficial to intrinsic personal success (pride) versus extrinsic academic success (grades). In this research study, both students and facilitators identified factors such as external pressures, irrelevant material, and an unsupportive classroom environment as being the things that hindered positive emotions. This also supports MacKerarcher’s position that adults learn best when they are motivated to an ideal level, and that adults do not learn when overstimulated or when experiencing anxiety (MacKerarcher, 2004).

As reported by Trigwell, Ellis, & Han (2012), there is a relationship between the emotions felt during a learning experience and what learners take away during a course. Learners do not only need a supportive environment and opportunities for autonomy, but also the ability to deeply engage with the material being presented. In the case of this research study, students that were provided with opportunities for deeper learning were more likely to report feeling positive emotions (interest, satisfaction) which in turn allowed for more engagement with the course material. This positive impacted the students overall, as they then reported feeling a higher sense of achievement (Trigwell, Ellis, & Han, 2012).

Applications.

            Overall, considering a learner’s emotions in the learning environment is just as relevant as considering their preferred learning style. There are multiple studies that back up the importance of positive emotions in the learning environment, as well as propositions for how to encourage positive emotions. All articles referenced note the importance of a supportive classroom environment as a factor for positively influencing student emotion. Rowe, Fitness, & Wood (2015) add to that by including relevant and supportive feedback on the learning process in addition to the learning environment. On the other hand, Pekrun (2006) cites autonomy as a means of positively influencing student emotions. Facilitators can achieve a supportive classroom climate by doing both while considering the needs of the learner. For some, learners may prefer to work independently with minimal feedback, while others may prefer multiple check-ins and conversations with their facilitator.

            Regardless of the topic, it is also important for learners to be provided with opportunities for critical thinking and meaningful engagement (Trigwell, Ellis, & Han, 2012) through the use of engaging and relevant learning tasks (Between despair and joy – emotions in learning, 2021). Facilitators can do this with open-ended discussion questions that make connections to current literature and themes. Another thing to keep in mind is the relevancy of the learning task being asked of the student; if students do not think that the task is “worth their time,” their work will reflect those negative emotions.

Reflection

I completed this assignment by first reading the MacKerarcher chapter about emotions in learning. I then used the library database to search to articles that were relevant to the topic and broad enough that they could be applied to the adult learning environment. From there, I read the articles in order to summarize the main points. I used the summary/recommendations portions of the articles in order to find practical applications that were relevant. Once I wrote up my reviews of the articles, I pieced them together so that they information was as seamless as possible.

The most challenging part of this assignment for me was getting started. I was pleasantly surprised with how much research there is regarding emotions in learning, however it was difficult to narrow down which articles were most applicable to this task. It was most helpful for me to start on this assignment in advance in order to give myself ample time to process the readings and not feel rushed.

Tables

Table 1

Summary of the theoretical ideas

Main Theoretical Ideas	Summary of how to apply these ideas in practice
Positive and negative emotions can both impact learning (Between despair and joy – emotions in learning, 2021).	Learners should be provided with relevant learning tasks that promote engagement with the material being covered.
Control-Value Theory (Pekrun, 2006)	Students should be allowed control over their learning, or at the very least, be provided with a sense of autonomy, as well as the access to relevant learning that the students themselves find valuable. An increase in control and value leads to an increase in positive emotions reported by students.
Intrinsic versus extrinsic academic success (Rowe, Fitness, & Wood, 2015)	Provide relevant and supportive feedback on the learning process in addition to providing and supportive learning environment.
Students who experienced opportunities for deeper learning reported more positive emotions than students who simply did surface-level learning (Trigwell, Ellis, & Han, 2012)	Learners need to be provided with opportunities for critical thinking and meaningful engagement. If learners and given tasks that are “surface level,” they will not engage with the material as deeply, thus causing negative feelings of frustration and/or anxiety. This in turn will cause academic achievement to suffer.

 

 

 

References

Between despair and joy – emotions in learning. (2021). Journal of Applied Research in Higher
    Education, https://doi.org/10.1108/jarhe-08-2019-0215

MacKeracher, Dorothy. (2004) Making Sense of Adult Learning (2nd ed.). University of Toronto
    Press.

Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and
    Implications for Educational Research and Practice. Educational Psychology Review, 18(4), 315-
    341. http://www.jstor.org/stable/23364153

Rowe, A. D., Fitness, J., & Wood, L. N. (2015). 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

Trigwell, K., Ellis, R. A., & Han, F. (2012). Relations between students' approaches to learning,
    experienced emotions and outcomes of learning. Studies in Higher Education (Dorchester-on
    Thames), 37(7), 811-824. https://doi.org/10.1080/03075079.2010.549220