Theory Review: Emotions and Learning
By: Tashika Carlton
Ball State University
Table: Comments
| Tashika Carlton |
Commented on:
Shimera Thomas - Group 2: Adult Learning Styles Christina Guy - Group 3: Relationships in Learning |
Emotions influence how we
learn and it can affect class performance. A student’s learning style is driven
by their emotions. At low to moderate levels, emotions can enhance or motivate
learning; at high levels, emotions both positive and negative can hinder
learning (MacKeracher, 2004). This theory review will explore the positive and negative
theories of emotions and their effect on learning. According to the American
Psychological Association glossary of psychological terms, emotion is defined
as a complex pattern of changes, including physiological, arousal, feelings,
cognitive processes, and behavioral reactions, made in response to a situation
perceived to be personally significant (Gerrig & Zimbardo). Educators,
facilitators and instructors may find useful in teaching and understanding
student emotions and how we can assist them in the success of learning and
educational goals.
Main Theoretical Points
Positive
Theory of Emotion
Adult learners that show
positive emotions toward education experience positive attitudes towards their
learning. MacKeracher (2004) describes
that “we experience the collective electrical and chemical activity of the
brain as a cognitive process, we are capable of being aware of, and thinking
about our own thinking”. Learners can handle emotional situations by binding
life experiences with cognitive maturity into the intimidating learning
environment which includes younger classmates along with technology driven course
work which bring on new sets of challenges that may cause feelings of
inadequacy. Labeling emotions accurately helps students communicate
effectively, reducing misunderstanding in social interactions and have more
positive social interactions and perform better in school (Brackett &
Rivers). Anxiety, apprehension and
self-doubt fades as the learner transitions negative emotions to positive
emotions. The educator must provide positive emotional support by understanding
and encouragement to the learner, for example motivation. Motivating students
can help them achieve success by converting a hostile learning environment into
a positive one. Giving students control of their learning but facilitating the
process. Assignments that encourage critical thinking to help cognitive growth
of making decisions, solutions, combining ideas and sound judgement.
Adult learners have
control of their feelings and motivation is driven through goals setting,
expectations and determination. As educators at the beginning of the course
have learners write down goal and each week and at midterm and final re-visit
each one.
Negative
Theory of Emotion
Negative emotion can
inhibit learners in reaching their educational goals or stop it all together. Students
start college with insecurities, fear of being judged and challenges they face
in the learning culture. All have contributed to misconceptions about college. According
to MacKeracher (2004),” Most adults start new learning experiences under some
stress and arousal and do not generally require further arousal to motivate
learning” (MacKeracher, 2004). Depression can cause difficulties making it impossible
to see the positive side of learning and setting educational goals. Students
display minimum interest to new knowledge, no collaborate efforts with
classmates and will incorporate habits that are non- productive and influence creativity
in a negative way. The quality of project/assignments will display lack of
initiative and a negative perception of the learning environment.
Theories in Practice
Educators should display
the emotions they want the student to display. Positive interaction with learners
that strengthen learning out comes.
Educators can help learners identify negative emotion that can restrain
the learning process. Educator role in applying theory to practice.
- Group Interaction-learning from each other experiences
- Leadership-facilitate assignment, rotate role as a learning participant
- Challenge students to research to enhance critical thinking and express views
- Monitor student led assignment/project provide positive constructional feedback
Emotions
is the path to learning. Educators must give transparent instructions in the
syllabus explaining the assignment/project requirements. Allow learners to be
effective and creative with technology with power point slides, video or sound
recording there are many other ways. Assigning groups based on similar interest
to work on research or case studies. Allow questions and suggestion of
assignment/projects without straying from the subject. Include a reflective
writing assignment on their learning journey. Educator should provide resource
to help support student educational goals which include technology help desk
resource, library access it is important to create a positive learning
environment.
Reflection
Emotions can affect the
way we think, feel, act towards ourselves, others and our outlook on life.
Emotion direct positive and negative thoughts that can influence how adult
learners adapt to the learning environment. Educators can impact the positive
and negative emotions through motivation, realistic and achievable expectations,
encourage goal setting, assessment and feedback and promoting positive learning
outcomes.
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Theoretical Ideas
Positive
Emotions
Negative
Emotions
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Summary Apply Idea to Practice
Promoting
positive educator/student relationship encourage group work and
collaboration. Give constructive feedback on projects /assignments. Allowing
students to be in role of educator/facilitator increasing their excitement
and responsibility in learning.
Provide
a positive learning environment. Respect for student views. Promote positive
self-talk Show optimism when giving assignments/project encouraging positive
educator/student interaction. Encouraging students to set or write down
educational goals providing resources for success.
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References
Brackett,
M.A. & Rivers, S.E. (n.d.) Transforming students’ lives through social and
emotional learning. Yale Center for Emotional Intelligence. Retrieved from
http://ei.yale.edu/evidence/
Gerrig,
Richard J. & Philip G. Zimbardo. Psychology And Life 16/e. Published by
Allyn and Bacon, Boston, MA. Copyright (c) 2002 by Pearson Education.
MacKeracher,
D. (2004) Making sense of adult learning (2nd ed.) Toronto: University of
Toronto Press.
Tashika, you touched on self-control in your interpersonal paragraph. I think we learn thru our emotions as children to adulthood, and how to adapt to our feelings. Knowing when to turn our feelings on and off speaking in a figure of speech. Our mannerism and performance when were in selective environments such as work, home, the public, and school. The average person won't operate the same at home as in the workplace.
ReplyDeleteTashika,
ReplyDeleteIt looks like that you wrote a review paper on learning styles, and then added some of your thoughts about emotions.
Since this is a paper about emotions and learning, I would suggest that you fully concentrate on emotions and learning. Each theme you summarize should have something to do with emotions and learning, not learning styles. You can drop the learning style since it is distracting.
The work of Malcolm Knowles presented a conception on adult learning, andragogy assumes that adults: are independent and self- directing, have various degrees of experience, integrate learning to the demands of their everyday life, are more interested in immediate problem centered approaches and are motivated by more internal that external drives (Abela, 2009).
--- How can this relate to emotion and learning?
Emotionally affective style learners are purposeful and optimistic. The learners have control of their feelings and motivation is driven through goals setting, expectations and determination. As educators at the beginning of the course have learners write down goal and each week and at midterm and final re-visit each one.
Emotionally the interpersonal style learner has self-confidence, self- control, optimistic attitude about working and communicating with others.
----Are these your assumptions? If not , then you need to add citation.
Delete the following:
Physiological Styles
MacKeracher (2004), explains physiological styles are biologically base modes for responding to learning activities grounded in personal health, fitness, age factors, biological rhythms, and accustomed to reactions of characteristics of the physical environment.
Relationships with others communication verbally or nonverbal.
The need for group collaborating in peer groups, organizations and events with others they can emotionally relate to.
Learning through others, empathy, wanting to understanding others feeling and needs and resolving conflict.
---These are not sentences.
Bo