Importance of emotions in learning is evident from the past research, both in traditional learning environment and computer based systems. Emotions like happy, content and pleased are normally termed as positive. Whereas, sad, angry and frustrated are normally termed as negative. My question is that what emotions particularly are favourable for learning. e.g. a little bit of frustration may lead to more effort to and hence imporoved learning. On the other hand if learner is content he may quit learning process as bored. Any theory or model addressing this particular questions is a welcome.
While I was searching the answer of this I came across the paper attached. Found some of my answers but I specifically need a model that uses russel's circumplex model of emotions and on that model forms some relation between quadrants and their effects on learning. Any one having any relevent idea is welcom.
http://hd.media.mit.edu/tech-reports/TR-547.pdf
Conference Paper An Affective Model of Interplay Between Emotions and Learnin...
The Circumplex model of Affect is a very useful structural model for understanding affect in general, but as a two-factor model, it is limited in accounting for emotions like anger or fear. Russell, as you might know, originally posited a three-factor theory which included a dimension of dominance-submissiveness to account for the strong behavioural ('flight-or-flight', etc.) component of these affect types. You should also bear in mind the distinction between 'affect' and 'emotion' and the underlying processes that Russell discusses at length in his later papers (most are available at the link below).
You might also consider the possibility that any relationship between learning and affect might be mediated by 'engagement' or some such construct, as is alluded to in Watson and Tellegen's alternate orientation of the circumplex stucture (where their PA/NA constructs were viewed as reflecting an 'engagement' dimension).
Russell, J. A., & Barrett, L. F. (1999). Core affect, prototypical emotional episodes, and other things called emotion: Dissecting the elephant. Journal of Personality and Social Psychology, 76(5), 805-819.
Watson, D., & Tellegen, A. (1985). Toward a consensual structure of mood. Psychological Bulletin, 98(2), 219-235.
Russell, J. A., & Mehrabian, A. (1977). Evidence for a three-factor theory of emotions. Journal of Research in Personality, 11, 273-294.
http://emotiondevelopmentlab.weebly.com/lectures--publications.html
For a more comprehensive article on my mathematical models relating emotions to learning, see this summary presentation...
"Cognition, Affect,and Learning"
http://TinyURL.Com/Cognition-Affect-Learning
http://TinyURL.Com/Cognition-Affect-Learning
Dear colleague:
In 2007, I wrote my master’s degree thesis on the impact of the explicit teaching of socioaffective language learning strategies in beginner EFL students. Among other things, I found out that the affective domain or dimension of learning had been neglected by traditional methodologies. In this regard, Feder (1987) stated that affective considerations had habitually depended on the teacher’s temperament. However, I noticed that in recent years there had been a growing realization of the importance of enhancing the students’ readiness to learn and recognize the comfort, enjoyment, and engagement of the students as legitimate and primary concerns of teachers (Brown, 1994).
Concretely, Oatley and Jenkins (1996, as cited in Arnold, 1999, p. 2) claimed that emotions 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. To Arnold (1999), it was indisputable the significance of our emotions in maintaining our physical well-being and in helping us store information and trigger its recall. Students’ emotions and schools work with them are, then, important issues to be discussed and studies since students are more likely to take the risks and focus the attention necessary for further learning when they feel good about themselves as learners, (Fandiño, 2007).
I think you can find very interesting and useful information about concrete postive emotions we EFL/ESL teachers should aim at enhancing and promoting by reading the following papers:
- "Emotions that facilitate language learning: The positive-broadening power of the imagination” by MacIntyre and Gregersen (2012),
- “Emotions as Learning Enhancers of Foreign Language Learning Motivation” by Méndez and Peña (2013), and
- “The Broaden-and-Build Theory of Positive Emotions in Second Language Learning” by Rahimi and Bigdeli (2015)
"Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning." - Albert Einstein
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