Emotion affects motivation, which in turn affects mental effort investment during learning¶

Claim · All claims
Evidence · 1 study · theoretical r? · q1
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? A final perspective is that emotion affects motivation, and motivation in turn affects mental effort investment. → Plass 2019

Evidence¶

Plass 2019¶

Plass, J. L., & Kalyuga, S. (2019). Four Ways of Considering Emotion in Cognitive Load Theory. Educational Psychology Review, 31, 339–359. https://doi.org/10.1007/s10648-019-09473-5

q1 · i? · theoretical · r?

Theoretical argument from the article's abstract, the fourth perspective. It proposes an indirect pathway in which "emotion affects motivation, and, in turn, mental effort investment," linking emotion to the effort learners invest.

"A final perspective is that emotion affects motivation, and, in turn, mental effort investment."

Discussion¶

Learner Variables¶

• Motivation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — a narrower finding that bears on this claim
• 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
• Institutional and supervisor support are associated with adaptive motivation among final-year master's thesis students — related
• Effort investment is driven differently in CLT (data-driven, task difficulty) versus SRL theories (goal-driven, motivation) — related
• Motivational processes are proposed to be instrumental for essential as well as generative processing — related
• Feedback valence does not directly affect willingness to invest effort, but has significant indirect effects via challenge and threat pointing in opposite directions (all four experiments) — related
• Feedback valence affects post-task self-efficacy, challenge, and threat: negative feedback lowers self-efficacy and challenge and raises threat (Experiments 1 and 2) — related
• Task-essentialness and productive use of new words in goal-directed activity may positively affect vocabulary learning and retention — related
• Task difficulty shows a u-shaped relation to regulatory activities, with competing CLT-based and motivational explanations that cannot yet be distinguished — related
• Model-observer gender combination affects mental effort invested during example study: male students invest less effort with a male model, female students more effort with a male model — related
• Blended learning designs pay most affective-climate attention to motivating and mental-effort tasks while neglecting appraising and dealing with emotions — related
• In-between learning activities increased invested mental effort in reading the second text unit (Experiment 2) — a narrower finding that bears on this claim