Understanding the Role of Negative Emotions in Adult Learning and Achievement: A Social Functional Perspective.

Anna Rowe,Julie Fitness

doi:10.3390/bs8020027

Abstract

The role of emotions in adult learning and achievement has received increasing attention in recent years. However, much of the emphasis has been on test anxiety, rather than the wider spectrum of negative emotions such as sadness, grief, boredom and anger. This paper reports findings of a qualitative study exploring the experience and functionality of negative emotions at university. Thirty-six academic staff and students from an Australian university were interviewed about emotional responses to a range of learning events. Data analysis was informed by a prototype approach to emotion research. Four categories of discrete negative emotions (anger, sadness, fear, boredom) were considered by teachers and students to be especially salient in learning, with self-conscious emotions (guilt, embarrassment, shame) mentioned by more students than staff. While negative emotions were frequently viewed as detrimental to motivation, performance and learning, they were also construed under some circumstances as beneficial. The findings are discussed in relation to the value of social functional approaches for a better understanding of the diverse roles of negative emotions in learning and achievement.

Highlights

The role of emotions in learning has received increasing empirical and theoretical attention in recent years [1,2,3]
It was anticipated that findings would shed light on specific followed a similar procedure to that outlined by Braun and Clarke where the essence of each functions served by negative emotions in educational contexts, extending previous theoretical theme was identified and considered in relation to other codes and themes [61]
We have reported on emotions identified by students and faculty as being important to learning and achievement in higher education, as well as explored the meaning of those emotions across a range of learning situations

Summary

Introduction

The role of emotions in learning has received increasing empirical and theoretical attention in recent years [1,2,3]. Discrete negative emotions found to be important in academic contexts include anxiety, fear, frustration, anger, boredom, sadness, shame, hopelessness, guilt and embarrassment [1,7,10,11]. Such emotions have been linked to assessment and testing [12,13], receiving grades and feedback on performance [7,14], teacher behavior [15], personal study [16] and satisfaction with the learning experience [11]. Understanding the impact of these and other negative emotions is important for informing developments in practice, as well as promoting strategies for managing such reactions, which can in turn lead to improved learning outcomes (for a review see [1,2])

Methods

Results

Discussion

Conclusion