EMOTIONS IN EDUCATION – CONCEPT, MODELS, AND CORRELATES

Abstract

The affective component of teaching is frequently underrepresented in empirical works by authors and researchers focusing on the domain of teaching and instructional efficacy. Purpose: This paper examines academic emotions as part of the affective component of teaching, primarily through a theoretical orientation grounded in Pekrun’s theory of control and value. Methodology: Employing an analytical-deductive approach, scientific works thematically addressing academic emotions and their correlates were meticulously dissected. Through the analysis of numerous works addressing this issue, primary research questions concerning the relationship between academic emotions and academic achievement, motivation, cognition, and specific socio-demographic characteristics were considered. Pekrun’s theory of control and value provides an integrative framework for analyzing academic emotions and their effects on learning and achievement. Results: The majority of analyzed studies confirm the effect of emotions in both intrapersonal (social judgment, perception, verbal and nonverbal expression of emotions) and interpersonal contexts (cognitive processing, metacognitive processes, strategic information processing). Gender differences were not identified in terms of experiencing academic emotions except for test anxiety, which was higher among females. The overarching conclusion is that academic emotions constitute a complex construct linked to academic success, learning, and teaching, influencing certain attitudes towards schooling.