Fear is perceived to impair cognition broadly yet increase conscientiousness and attention to detail, promoting quality outcomes¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Fear was associated with increased conscientiousness and careful attention to detail despite its perceived detrimental impact on attention broadly. → 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

Participant-reported function of fear in the interview study. A faculty participant described fear as ensuring detail coverage: "makes sure you cross your Ts and dot your Is," linking fear to conscientiousness and quality outcomes.

"Despite the perceived detrimental impact of negative emotions on attention broadly, interestingly fear was associated with increased conscientiousness, suggesting a role in promoting quality outcomes: [fear] makes sure you cross your Ts and dot your Is."

Discussion¶

Related Claims¶

• 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
• Faculty identify emotion intensity, personality, demographics and task nature as mediating factors determining whether negative emotions promote or inhibit learning — related