Measuring Academic Emotions in Experiential Learning Using Qualitative and Physiological Data

Abstract

A rich body of literature in educational psychology provides evidence for the critical role of emotions in learning. However studies that link emotions to learning largely examine only negative emotions in the test environment (Pekrun et al. 2002). While the scope of research on emotions and learning greatly expanded in the past decade, there are no studies that investigate the role of academic emotions in non-traditional learning environments. Marketing educators are increasingly extending learning beyond the traditional classroom environment by incorporating experiential learning activities into their courses such as class projects, service learning, and business simulations. These activities are believed to provide powerful learning opportunities. Yet the role of academic emotions in experiential learning is unexamined. This raises several key questions: How are academic emotions linked with the process of experiential learning? What are the effects of negative and positive emotions on the experiential learning process?