Theory Review Paper - Denise

Theory Review on Emotions and Learning

Denise Hile

Ball State University

Table: Comments

Denise Hile

Commented on: Eli Garcia - Group 2: Learning Styles Jennifery Murphy - Group 3: Relationship in Learning

Introduction

Is there a correlation with emotions and learning? What is involved with the quest for learning if not partly emotional?  Are there positive and negative emotions that encourage or discourage learning? How can emotions affect learning?  How can theories affect learning outcomes and what is a good approach to facilitate theories on emotions and learning in the classroom?

This review will discuss the concept and effects of emotions on learning, and explore theoretical points on the topic of emotions and learning and how to apply these theoretical points in practice.  This selection of theoretical points is included to provide practitioners with useful information addressing emotions and learning in higher education.  

Major Theoretical Points

To have a motivation for anything requires stimulation and arousal.  If you consider emotions and learning as intertwined, then there is a direct outcome as an adult “feels” a desire for knowledge.  What is key, then, is providing the “right formula” or level of arousal to promote learning.  How is providing the level of arousal accomplished?  As described in MacKeracher (2004), learning is directly connected to the arousal and energy process of the human body and brings the brain to and state of awareness to invoke attentiveness.  In specifics, this describes emotion as “the term used to describe an arousal state exceeding optimal levels and having positive or negative meaning for the individual” (MacKeracher, 2004, p. 124).  What are some features of emotions?   The following list in the MacKeracher text (2004, p. 124) and compiled by More (1974) provides some insight.

·         Emotions are all special states of arousal or motivation

·         Emotional levels increase with an increase in arousal

·         Behavior motivation and desire for accomplishments increases with an increase in arousal

·         Motivation will decrease with an excessive state of arousal

Expanding on the effect of emotions and states of arousal on learning, excess states in either a positive or negative state take away from the brain’s focus on anything else.  This leaves out any possibility for learning to take place and instead increases stress and anxiety. In an optimal level of arousal, learning is productive when the states of arousal include excitement and curiosity.  If states of arousal are perceived as immature, learner my become defensive and this will lead to negative effects on the learning process (MacKeracher, 2004). Negative or excessive states of arousal will decrease motivation and the desire to learn. 

The brain and emotions are intricately connected to our behavior in making decisions. As stated in a report, “studies show that our emotional system is a complex, widely distributed, and error-prone system that defines our basic personality early in life, and is quite resistant to change” (Sylvester, 1994, p. 60).  If this is how adult learners are programmed to be resistant to change, motivation and drive for knowledge is the key for learning. Positive emotions need to be channeled in the learning process.

If emotions are at the center of the learning process, then the adult learner’s brain and emotional state are central to learning.  As described by Sylvester, “Far more neural fibers project from our brain's emotional center into the logical/rational centers than the reverse, so emotion is often a more powerful determinant of our behavior than our brain's logical/rational process” (1994, p. 60).  How to channel emotions and learning, then, is the challenge for adult learning to be productive.

Looking at stress and anxiety and the direct effect on adult learning is a point to consider.  Overloading or overstimulated levels of arousal can shut down the learning process.  Reflecting on past memories where stress levels were high can help visualize the state of mind at that time.  The overload of emotions and stimulation more than likely created a fearful or hostile state of mind. 

A well-known theory, ‘mood-congruence-hypothesis’, describes an idea of cognitive networks (Bower, 1981).  In this hypothesis, a positive mood helps the learning process. In this respect, learners receiving positive feedback after a test, for example, is recalled in a positive mood (like enjoyment) than in a negative mood (like sadness). And on the other end, negative feedback after a test, for example, is recalled in a negative instead of a positive mood. This reinforces the ideas of setting an optimal level of arousal by encouragement.  Taking this in to consideration, motivation is optimized by positive reinforcement.

Theories in Practice

To facilitate learning with a learner who has an overloaded of arousal and may not be able to communicate effectively in this angry, fearful, or in a hostile state of mind, a facilitator needs to help reduce the stress level.  How to do this?  Facilitators need to focus on ways to reduce stress to optimal levels for learning.   The text book, Making Sense of Adult Learning (MacKeracher, 2004, pp. 129-130), lists principals for facilitating learning and are included below

• Adults learn best when they are aroused or motivated to an optimum level through internal or external sources.
• Adults learn best in environments that encourage the development of trusting relationships and freedom from threats. 
• Adult motivation for learning needs to be supported and encouraged.
• Stimulation or arousal needs to be channeled well to promote learning.
• Adults learn best through repetition of themes with different sensory modes and experiences.

To promote and encourage learning, facilitators need to be aware of these principals to provide the best environment for learning to take place.  Promoting and stimulating learning with productive activities that stimulate and peak curiosity will allow for the brain’s emotional center to desire learning.  Perhaps the use of an At-A-Glance activity on a lesson assignment for the next class is a way to provide stimulation. Providing positive feedback to learners will encourage the learning process and keep the learner in a reduced stress level. Beginning the class period with a calm and welcoming tone, asking the learners how they are, and taking an interest in the learner’s responses will encourage and promote a positive learning environment.  Motivation to learn, then, is encouraged within an environment that is stimulating, encouraging, and free from threats.   Using various methods of themes and repetition also provides for a positive learning environment.  Repeating assignments at the beginning of a class period, such as a journal entry over the assigned topics may be helpful.  Eliminating stress is the key and as facilitators remove any threats or negative aspects from the environment, learners are motivated with the drive to learn. Dividing learners into teams for part of the classroom environment will build confidence when working with team projects.  Students participating in teams to present and discuss small assignments will encourage and motivate students as well as provide unity.

Facilitators need to consider changes to the learning environment to encourage and motivate learning.   (Hascher, 2010) describes functions of emotions for school learning, based upon processes.  These processes include the following, and as illustrated in the model figure.

• Positive emotions ease the work on creative tasks and enhance cognitive processes
• Negative emotions lead to focus on subjective feelings and direct attention to oneself and takes attention away from learning.

A model for the dynamic interplay of learning and emotion in the school context (Hascher, 2010).

Summary

In summarizing the impact of emotions and learning, it is obvious that learning takes place in an environment that optimizes the learner’s arousal and curiosity.  This seems to also reflect on how a child sees the world and is open to exploring and learning.  As adults become overstimulated and stressed, there is a need to reduce these levels to provide a positive environment for learning.  As facilitators adapt the learning environment to promote a safe and respectful tone, the adult learning process will thrive.  

Reflections: Highlights and the Process

Studying and researching the correlation of emotions and learning has been quite enlightening to my perspective on how learning is impacted.  Within the research, I was challenged to reflect on my own experiences and how emotions and the brain function to allow for learning and memory recall.  I consider myself a person who is aware and sensitive to my emotions, but have not considered the entire aspect on learning. 

Once I began to see the connection of emotions and the brain on learning, I was able to outline the literature review into the sections.  Reviewing the literature has been helpful to understanding how a facilitator truly provides for the learning environment.  And, in reflecting, I can help ensure that as a facilitator I promote a positive learning environment by incorporating these theoretical ideas.

Table of Theoretical Ideas and Applications

Main Theoretical Ideas	Application of Main Theoretical Ideas in Practice
Emotions are all special states of arousal or motivation	Encourage positive stimulation to promote learning that is productive and peeks curiosity in the learner.  At-a-glance activities for the next lesson or subject matter may encourage stimulation.
Emotions are all special states of arousal or motivation	Providing an environment that is inviting and positive will help promote positive emotions the are optimized for learning.  Organizing the room to promote an inviting space; providing team building opportunities to create unity and positive emotions.
Motivation will decrease with an excessive state of arousal	Providing a calm and respectful environment will reduce stress levels and lead to learning.  Beginning a class with a calm voice, showing concern for the learner by asking how they are doing will provide a means to share any positive or negative emotions and address these before beginning.
Behavior motivation and desire for accomplishments increases with an increase in arousal	Providing positive feedback to learners will encourage the learning process.  Encouragement right after a successful test and just saying “good job” will promote a positive mood.

References

Bower, G. H. (1981). Mood and memory. Retrieved from American Psychologist: http://psycnet.apa.org/doiLanding?doi=10.1037%2F0003-066X.36.2.129

Hascher, T. (2010). Learning and emotion: perspecitves for theory and research. Retrieved from EERJ European Educational Research Journal: http://sb6nw2tx4e.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Learning+and+Emotion%3A+Per

MacKeracher, D. (2004). Making sense of adult learning. Toronto: University of Toronto Press.

Meischeld, M. (n.d.). The brain and adult learners. Retrieved from Appalachian State Uiversity: Adult Basic Skills Professional Development: https://abspd.appstate.edu/sites/abspd.appstate.edu/files/Brain-Mind_Learning.pdf

More, W. (1974). Emotions and adult learning. Lexington, MA: Lexington Books.

Sylvester, R. (1994). Educational leadership: reporting what students are learning:how emotions affect learning 52(2), 60. Retrieved from ASCD.org: http://www.ascd.org/publications/educational-leadership/oct94/vol52/num02/How-Emotions-Affect-Learning.aspx