Emotions in Learning at Work: a Literature Review

Hökkä, Päivi; Vähäsantanen, Katja; Paloniemi, Susanna

doi:10.1007/s12186-019-09226-z

Cited by 39 publications

(23 citation statements)

References 82 publications

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“…We found that first affective and then cognitive error responses sequentially mediate this well-established relationship, laying the framework for future studies seeking to understand how learning from error climate influences engagement in social learning activities. Second, this study addresses calls for future research that investigate the role of emotions in learning (from errors) at work by highlighting the need to differentiate between individual and social learning activities in relation to error strain (Böhnke and Thiel, 2019; Hökkä et al. , 2020).…”

Section: Discussionmentioning

confidence: 99%

Exploring the link between learning from error climate and professionals' engagement in social learning activities after errors

Smeets

Gijselaers

Meuwissen

et al. 2022

BJM

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PurposeLearning from errors is a complex process that requires careful support. Building on affective events theory, the purpose of this paper is to explore how a supportive learning from error climate can contribute to social learning from errors through affective and cognitive error responses by individual professionals.Design/methodology/approachA total of 139 early-career auditors completed an online questionnaire consisting of validated survey scales, allowing for serial mediation analysis to compare direct and indirect effects.FindingsLearning from error climate was directly and positively related to engagement in social learning activities after committing an error. Furthermore, the authors found a double mediation by error strain (an affective error response) and reflecting on errors (a cognitive error response) on this relationship.Practical implicationsOrganizations can actively encourage professionals to learn from their errors by creating a supportive learning from error climate and holding professionals accountable for their errors.Originality/valueThe present study enriches the authors’ understanding of the mechanisms through which learning from error climate influences engagement in social learning activities. It extends prior research on learning from errors by investigating the sequential effects of engagement in error-related learning activities performed individually and in social interaction.

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Section: Discussionmentioning

confidence: 99%

Exploring the link between learning from error climate and professionals' engagement in social learning activities after errors

Smeets

Gijselaers

Meuwissen

et al. 2022

BJM

View full text Add to dashboard Cite

show abstract

“…The sentiments of the students play a substantial part in boosting their motivation and learning (Graesser & D'Mello, 2012;Hökkä et al, 2019;Pekrun et al, 2002;Trevors et al, 2017). Past studies related to the sentiments of the students have majorly focused on their apprehension while taking a test.…”

Section: Introductionmentioning

confidence: 99%

Listening Boredom, Listening Boredom Coping Strategies, and Listening Performance: Exploring the Possible Relationships in Saudi EFL Context

Shehzad

Albesher

Sarfraz

et al. 2021

JLE

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Researchers paid ample attention to an important variable called boredom in numerous contexts; however, limited research exists regarding the association of boredom with listening comprehension performance in EFL settings. Thus, the current study aims to establish the association between listening boredom and listening comprehension performance by deploying listening boredom coping strategies as a mediating construct. A quantitative research approach, and a cross-sectional and correlational research design was used to conduct this study. A listening comprehension test and questionnaires were used to gather the data from 313 Saudi EFL learners. Results directed that there exists a negative yet significant association between listening boredom and listening comprehension performance. In addition, listening boredom showed a positive and significant association with all of the four listening boredom coping strategies. Furthermore, three out of four listening boredom coping strategies (i.e., behavioral, cognitive, and behavioral avoidance) showed a positive and significant association with listening performance; however, cognitive avoidance strategies showed a significant yet negative association with listening comprehension performance. Lastly, results regarding mediation indicated that listening boredom coping strategies mediated the relationship between listening boredom and listening comprehension performance. Based on the results, various recommendations were presented to EFL learners, instructors, and policymakers.

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“…Students' emotions play a significant role in their motivation and learning process (Graesser & D'Mello, 2012;Hökkä, Vähäsantanen, & Paloniemi, 2019;Pekrun et al, 2002;Trevors et al, 2017). Previous research involving students' emotions have concentrated on their test-taking anxiety.…”

Section: Introductionmentioning

confidence: 99%

Do reading boredom and reading boredom coping strategies predict reading comprehension performance? An empirical investigation of Saudi EFL learners

Shehzad

Ahmed

Razzaq

et al. 2020

Indonesian J. Appl. Linguist.

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Boredom is a well-researched concept in various contexts; nonetheless, there is scarceness of research related to the relationship of boredom with reading comprehension performance in EFL context. Therefore, this study intends to determine the connection between reading boredom and reading comprehension performance by employing reading boredom coping strategies as a mediator. A quantitative research approach, and a cross-sectional and correlational research design was employed to conduct this study. Questionnaires and a reading comprehension test were used to collect data from 306 Saudi EFL students. Findings indicated that reading boredom showed a significant but negative relationship with reading comprehension performance. Also, reading boredom was positively and significantly related to reading boredom coping strategies. Moreover, reading boredom coping strategies showed a positive and significant relationship with reading comprehension performance. Lastly, findings indicated that reading boredom coping strategies mediated the association between reading boredom and reading comprehension performance. On the basis of aforementioned findings, numerous recommendations for EFL students, teachers, and policymakers were offered.

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Emotions in Learning at Work: a Literature Review

Cited by 39 publications

References 82 publications

Exploring the link between learning from error climate and professionals' engagement in social learning activities after errors

Exploring the link between learning from error climate and professionals' engagement in social learning activities after errors

Listening Boredom, Listening Boredom Coping Strategies, and Listening Performance: Exploring the Possible Relationships in Saudi EFL Context

Do reading boredom and reading boredom coping strategies predict reading comprehension performance? An empirical investigation of Saudi EFL learners

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