Do you mean how emotions of a student affects the learning of the student in higher education setting? If this is the case, there are thousands of literature reporting the influence of emotions on learning and learning effectiveness.
Here are some examples:
1. Beard, Clegg & Smith (2007) Acknowledging the affective in higher education
2. Bower (1992) How might emotions affect learning
3. Dirkx (2008) The meaning and role of emotions in adult learning
Hello dear Ashfaq Ahmed:
Let me start by saying that, as an English teacher in Colombia, I carried out a study on socioaffective language strategies in 1999. Based on that experience, I can tell you that, until recently, the affective domain or dimension of learning has been neglected by traditional methodologies. Feder (1987) stated that affective considerations have habitually depended on the teacher’s temperament. That is to say, such considerations have been incidental rather than integral to the teaching methodology and were not grounded in a conscious philosophy of pedagogy. Emotions, however, should not continue being considered the Cinderella of mental functions, since they “link what is important for us to the world of people, things, and happenings.” (Oatley and Jenkins, 1996, p. 122 cited in Arnold, 1999, p. 2).The growing realization of the importance of affective factors has favored the emergence of a number of new approaches to teaching directed at the whole person”, which focused on the condition of the learner (Brown, 1994). In this regard, Arnold (1999) pointed out that evidence suggets the significance of our emotions in maintaining our physical well-being and in helping us store information and also trigger its recall.
Personally, I believe that when students’ interests, attitudes, beliefs, and emotional sets are considered and when they feel good about themselves as learners, they tend to be more likely to take the risks and focus the attention necessary for further learning. Ultimately, students can be more willing to tackle tasks if they believe they can be successful and feel prepared to do so. That is why I think affective and emotional factors should be considered from the very beginning of learners' education, so that they do not develop negative feelings about their own abilities and feep better prepared to participate and take risks in language learning (Fandiño, 2009).
I think one way to study emotions with students in higher education can be doing interpretative research about infusing desired values into students' education; e.g. responsibility, commitment, risk-taking, etc. One could do this by implementing Karthwohl's affective taxonomy. This taxonomy is ordered according to the principle of internalization, which refers to the process whereby a person's affect toward an object passes from a general awareness level to a point where the affect is 'internalized' and consistently guides or controls the person's behavior (Karthwohl, D., Bloom, B. and Masia, B. 1964). As a result, Krathwohl's taxonomy has 5 specific levels of commitment to the desired affective changes in the learners’ value system. These levels are:
1. Receiving: willingness to receive or to attend to particular phenomena or stimuli (classroom activities, textbook, assignment, etc.).
2. Responding: It refers to active participation on the part of the student. Responding indicates the desire that a student has become sufficiently involved in or committed to a subject, activity, etc., so as to seek it out and gain satisfaction from working with it or engaging in it.
3. Valuing: the student sees worth or value in the subject, activity, assignment, etc. An important element of behavior characterized by valuing is that it is motivated, not by the desire to comply or obey, but by the individual’s commitment to the underlying value guiding the behavior.
4. Organization: bringing together a complex of values, possible disparate values, resolving conflicts between them, and beginning to build an internally consistent value system. The individual sees how the value relates to those already held or to new ones that are coming to be held.
5. Characterization by a Value or Value Complex: internalization of values has a place in the individual’s value hierarchy. The values have controlled one’s behavior for a sufficiently long period of time to have developed a characteristic “life style.”
If interested in expanding on this topic, I would recommend reading the following books:
Arnold, J. (1999). Affect in language learning. Cambridge: Cambridge University Press.
Clark, M. S., & Fiske, S. T. (1982). Affect and cognition. Hillsdale, NJ: Erlbaum.
Schumann, J.H. (1997). The neurobiology of affect in language. MA: Blackwell Publishers Ltd.
Best of luck.
The impacts, of emotions on learning of students of higher education, are enormous. Throughout my career in teaching at universities (32 years so far), I found out that emotions are more predominant than other factors in the learning process. The teacher must work on gaining the hearts, before the minds, of the students. It is easy for a teacher to impose a "system of fear" starting from the lectures of the first week by shouting, threatening, silencing any one who asks, and expelling some "talkative" students from the classroom. It is also easy for the teacher to show arrogance & obstinate attitude towards the students. But what are the consequences? You will see students with grim faces looking at you (the teacher) with no guarantee that their brains are following what you are talking about. Simple positive words such as saying to the students "I consider you as my sons & daughters; look at me as your elder brother or friend" can move the emotions up & do wonders to the success of learning. We are human & the university ought not be a jungle in which there is intimidation & bullying.
To what degree are we looking at the role of student expectations coming into a higher educational setting? The dissonance which many students feel is important here--as are the feelings of the instructor or those who run the institutions.
I would say that a either a hyper focus on teacher expectations (or on institutional expectations) to the neglect of student expectations will create for us a lot of problems in any problem-solutions model we develop.
Likewise, if we look at student expectations and don't look at (a) skill mismatches, (b) expectation mismatches, etc. of the university setting or professor, too, we will have issues.
For example, legally speaking emotionally diagnosed problems of affect criteria of certain students can lead to institutional and teacher adaptations., which are helpful.
In turn, if awareness of differences in student and teacher (and institutional expectations of behavior and criteria for achievement) are made public through research and practical analyses in the classroom, much affective dissonance can be reduced in an academic institutional setting over time. (via feedback, trial and error, coaching, etc.)
Emotions may play positive as well as negative roles. It depends on individual personality makeup by culture or hardening through the vestibule of difficult life as Ghalib says:
رنج ہے تا جا مٹ تو انسان ا ہو خوگر سے رنج
گیں ہو آسان کہ اتنی پڑین پر مجھ مشکلیں
[When a person is habituated of sorrows
Then sorrows disappear
So many difficulties fell upon me
That everything became easy].
Some cannot cope with their emotions and may spoil their educational career, while some are strong enough to overcome on them.
As far as sampling strategy is concerned one has to consider only those students who are known to have some emotional problems. Those, who are extrovert, are most likely to cope with their emotions (through sharing) are equally likely to give straight answers to the questions during interview. Introverts are less likely to come out and answer questions and interviewer on the basis of conditions has to develop a strategy to include them in the sample as they cannot be left out of the sample. For example, to get answers indirectly the researcher may take the help of a very close person to the subject (mother, sister, friend etc.)
Hello again Afhfaq,
Again, narrow the focus of your research. This research demands a University. Meaning the University would needs to involve at the very least two colleges (psychology, Education), at least four or five departments, (philosophy, neurobiology, organic chemistry, psychology,behaviorist, to name some) many programs (teacher ed, language literacy, special ed, ect.) and more. Also controled environment space...)
Given the fact that I know how I feel (sad, lonely, happy, depressed, ect) but to place an exact category or assign a specific emotion as to the cause is very hard to do. Example, I as a learner had an arguement just before going to class and I feel a certain way but to define what the emotion is behind the feeling could be many. If the arguement was over the neighbors dog leaving something on my lawn is one context entails a wide range of differing emotions. If the argument was with my wife another context a differing range of emotions. and so on.
As Roland points out what happens after class is more impactfull then x,y,z.... The issue in this context is can we say the learner was in the condition that Yamith points out "he/she" felt good about about themselves" at the time of learning then after the class something happens like hit by a car, phone call from x,y, z,.....
Therefore, taking all this into account I would suggest this,
Research Proposal.
Emotionality and Learning; Is there a connection? A literature review on the impact emotionality places in learning.
or a different ending would be A literature Review on the impact of emotionality on the Learning process.
Even narrower such as A literure review on how anger impacts learning or the learning process.
This my friend is doable.
Hope it helps
Douglas
Hi Ashfaq,
Reinhard Pekrun has published extensively on emotions and student learning in HE. Hope this helps.
David
Dear Ashfaq ...Good study!
I would recommend that you follow an exploratory research which can assist you to identify the boundaries of the environment in which the problems, opportunities or situations of interest are likely to reside, and to identify the salient factors or variables that might be found there and be of relevance to the research.
Gain experience, participate, listen, record experiences & data (ethnographic description)
http://education.jhu.edu/PD/newhorizons/Neurosciences/articles/Downshifting%20Dilemma/
This may help you to understand this.
My favorite author in this area is Monique Bokaerts who stresses the key role of emotions in (any) learning. As it is not easy to decipher existing emotions in students, I sometimes ask them to think over and write on a leaflet the most frequent emotions during our course (or other courses) and discuss it, Emotions like wonder, curiosity should be more frequent in learning, but...
Affect and Learning Outcomes
Dr. Maurice Elias has been a groundbreaker in work on social and emotional learning for a number of years. He is a very respected researcher and educator. The link below is for a document he wrote in collaboration with an international group of educational leaders and theorist for UNESCO. It is a great document to use to obtain good insight into this issue, and it includes many practical tools and strategies. The end has a useful list of significant resources that should help you begin to formulate your questions as you embark on your own research into this matter.
http://www.ibe.unesco.org/publications/EducationalPracticesSeriesPdf/prac11e.pdf
Dear Ashfaq,
I'm actually also trying to do something about emotional clarity in the classrooms of multicultural higher education. It has been uneasy since most instructors and many students avoided talking about their emotions. But using my own immature surveys, I did collect some feedback from some students in Higher School of Economics (Russia)that cover the range of almost every continent on Earth (including Pakistan). I've attached the survey forms here. If you cannot open them, please email me at [email protected]. Hope it can help a little bit, and I will appreciate if you could point out some directions for me. Also, if possible, could we have some kind of cooperation? Well, good luck with your projest. Sincerely, Hanzhou
Dear Ashfaq Ahmed,
Please kindly read this article
http://www.tandfonline.com/doi/abs/10.1207/S15326985EP3702_4#.VIgbfCuUeaI
http://www.tandfonline.com/doi/abs/10.1207/S15326985EP3702_4#.VIgbfCuUeaI
Dear Ashfaq Ahmed,
My research focuses on analyzing and specifically affects emotions and anxiety levels in higher education. Although focused more on problem solving and math in them you can find literature and generalizable conclusions students in higher education.
Also I analyze how emotions, generalized control expectations (including self-efficacy and expectancy of success) as well as attitudes are interrelated.
It is true that students find it difficult to talk about their emotions, to do this, I suggest you make use of diaries and forums. The following article will talk about the facilities of these instruments for the analysis of emotions, to highlight the fact that in the forums, seeing that the peer group has similar emotions to themselves in the learning process, are more given to talk about these variables. On the other hand, in the newspapers, if followed by a tutor and this gives them feedback, feel heard and understood and shall be writing about their emotions, which also make them aware and reflect on them and that they will cause the need to control those unfavorable for learning.
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The impact of emotions on learning of students of higher education is complete. The student with emotional balance has motivation and follows Usually the course successfully.
The decision making is an emotional one, not a logical one. This was tested by Joshua Green et al. (2001) using fMRI scanning. Golman has described that when we are emotionally upset, we lose the ability to "think straight " because strong emotional signal create "neural static" which damages the ability of the prefrontal cortex to maintain working memory.. Deeply anxious, unhappy or angry students won't learn or perform effectively. Emotions can paralyse our ability to concentrate. When people make decisions that affect their own lives, they will use the emotional part of the brain, even though the task itself may not seem emotional.
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