University students and teachers perceive anger, boredom and fear as the most salient negative emotions in learning, with students mentioning sadness and self-conscious emotions more than faculty¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Anger, boredom and fear were reported frequently by both students and faculty as key emotions in learning, while students mentioned sadness and self-conscious emotions more than faculty. → Rowe Anna D.; Fitness Julie 2018
Evidence¶
Rowe Anna D.; Fitness Julie 2018¶
Rowe Anna D.; Fitness Julie. (2018). Understanding the Role of Negative Emotions in Adult Learning and Achievement: A Social Functional Perspective. Behavioral Sciences. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5836010/
q2 · i? · qualitative · r3
Qualitative interview study of 36 university staff and students at an Australian university; matrix coding queries cross-referenced emotions with impact on learning. The study reports "anger, boredom and fear were reported frequently by both groups" and that "students also mention sadness and self-conscious emotions more than Faculty."
"As expected, anger, boredom and fear were reported frequently by both groups, although as mentioned earlier, care must be taken in interpreting this finding (Table 1). Interestingly, students also mention sadness and self-conscious emotions more than Faculty."
Discussion¶
Related Claims¶
- Pre-actional metacognitive, motivational, and positive-emotional components are positively associated with regulatory behavior in the actional phase, while anger and anxiety are negatively associated — related
- Negative emotions are perceived to have either positive or negative impacts on learning, with faculty more likely than students to recognize their functional benefits — related
- Students perceive pleasure—positive emotions during learning and the active minimization of boredom and displeasure—as an element of fun in learning — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
anger-boredom-fear-salient-negative-emotions-learning |
title |
University students and teachers perceive anger, boredom and fear as the most salient negative emotions in learning, with students mentioning sadness and self-conscious emotions more than faculty |
description |
University students and teachers perceive anger, boredom and fear as the most salient negative emotions in learning, with students mentioning sadness and self-conscious emotions more than faculty |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
recheck_by |
2023 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rowe-anna-d-fitness-julie-2018 |
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