Emotional Aspects of Learning and Teaching: Reviewing the Field − Discussing the Issues

Abstract

Abstract:The introductory paper gives an overview of the international research on emotions in learning and teaching. It addresses various theoretical, contextual, practical, and empirical aspects. In the first part, the paper reflects the core concept of emotions with particular emphasis on academic and achievement emotions. Next, it reviews the impact of emotions on students' learning and achievement, as well as on the relation between emotions and instructional quality. The final part deals with academic emotions viewed in the context of different school subjects. In general, this introductory paper emphasizes the relevance of emotions for education, especially for learning and teaching in school .

Photostory—A “Stepping Stone” Approach to Community Engagement in Early Child Development

“…Initial attempts to capture the complexity of each activity through an individual score failed to achieve these criteria. Instead we created an evaluation matrix, that reflected both the adequacy of the support provided, central to the ZPD concept of “scaffolding,” as well as the emotional aspects of teaching and learning that are integral to effective learning ( 18 ).…”

Factors Explaining the Interest of Czech Students in Reading and Mathematics

“…As Springer, Harris and Dole (2017) point out, so-called catch activities that sparkle students' situational interest must be followed by something more meaningful that will maintain their interest for a longer time. The teacher's emotional involvement, enthusiasm and his/her personal belief about the value of the learning material were also positively related to students' interest (Frenzel et al, 2010;Gläser-Zikuda et al, 2013). On the other hand, classroom practices like public praise and criticism, public drill or the use of competitive approaches tend to undermine the initial interest of students (Frenzel et al, 2010).…”

“…The loss of interest applies especially to mathematics and science (Frenzel et al, 2010;Gläser-Zikuda, Stuchlíková, & Janík, 2013;Gottfried et al, 2013;Savelsbergh et al, 2016). Low levels of student motivation in STEM (Science, Technology, Engineering and Mathematics) subjects has even become a major concern of educational policy in many countries (Kearney, 2016), as expertise in STEM subjects is seen as a necessary precondition for economic progress.…”

Enabling Teachers as Front Liners in Maintaining Learners’ Emotional Well-Being during Covid-19 Context: Ubuntu/Botho as a Guiding Principle

“…Likewise, Langeland (2014) and Kakunje et al (2020) agree that emotional well-being is a component of mental health that includes a positive balance of pleasant to unpleasant affect and a cognitive appraisal with life in general, including ability to handle one's emotions and all life activities. Understandably, emotional well-being means a state of positive mental health and wellness, involving a sense of happiness, confidence, optimism, vitality, self-achievement and having meaning and purpose and responding effectively to one's own emotions (Weare, 2020;Choi, 2018;Barry, Clarke, & Dowling, 2017;Mclaughlin, 2008;Glazer-Zikuda et al, 2013;Eaude, 2009). Langeland (2014) adds that the strengths and virtues of emotional well-being function as a buffer against misfortune and mental health problems.…”

“…Sufficient research show that students experience a variety of emotions in academic settings, that influence their perception and behaviour (Glazer-Zikuda et al, 2013;Weare, 2020;Choi, 2018;Barry et al, 2017;Mclaughlin, 2008). While some of the emotions experienced by learners may be positive and enhance learning, some are negative and may badly affect learners' cognitive resources, motivation, academic self-concept, self-regulation, learning strategies and academic achievement (Glaser-Zikuda et al, 2020;Hudahay et al, 2016).…”