Abstract
<p>We analysed the influence of classroom activities on children’s affective states. Children perform many different activities in the course of an ordinary school day, some of which may trigger changes in their affective state and thus in the availability of their cognitive resources and their degree of motivation. To observe the effects of two such activities (listening to a text and performing a dictation) on affective state, according to grade, we asked 39 third graders and 40 fifth graders to specify their affective state at several points in the day. Results showed that this state varied from one activity to another, and was also dependent on grade level. Third graders differed from fifth graders in the feelings elicited by the activities. The possible implications of these findings for the field of educational psychology and children’s academic performance are discussed.</p>
Highlights
The likelihood of a close relationship between affective states and cognitive processes is a major point of agreement among many of the researchers who study the genesis and role of emotions (Barrett, 2009; Frijda, 2009; Izard, 2007; Russell, 2003; Scherer, 2009)
As our affective state can sometimes influence how we process information, reason, or interact with others (Blanchette & Richards, 2010), it is essential to understand the multitude and variability of the affective states and emotions that occur in the course of classroom activities, as they could have important implications for teaching practice
In order to administer activities similar to those that are commonly encountered in the classroom, we chose a text and a dictation that were adapted to primary school children
Summary
The likelihood of a close relationship between affective states and cognitive processes is a major point of agreement among many of the researchers who study the genesis and role of emotions (Barrett, 2009; Frijda, 2009; Izard, 2007; Russell, 2003; Scherer, 2009). As our affective state can sometimes influence how we process information, reason, or interact with others (Blanchette & Richards, 2010), it is essential to understand the multitude and variability of the affective states and emotions that occur in the course of classroom activities, as they could have important implications for teaching practice. Researchers are attempting to identify the relationship between affective state and academic achievement (Deci & Ryan, 2002; Dweck, 2002; Immordino-Yang & Damasio, 2007) and between affective state and teaching practice (Buff, Reusser, Rakoczy, & Pauli, 2011; Csikszentmihalyi, 1990; D’Mello & Graesser, 2011, 2012; Huk & Ludwigs, 2009; Linnenbrink, 2006; Meyer & Turner, 2006; Schutz & Pekrun, 2007)
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