Frustration at not understanding a concept is perceived to motivate exploration and persistence, while frustration attributed to teachers or curriculum impairs motivation¶

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? Frustration directed at unsolved problems (epistemic) appeared to increase motivation, while frustration attributed to external factors (teachers, curriculum) was linked with impaired motivation. → 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

Discussion-section interpretation of interview data. The authors suggest frustration may function differently as an epistemic emotion (focused on cognitive incongruity) versus an achievement emotion (focused on curriculum or teacher as obstacle).

"In the present data set, frustration at not understanding a concept or feeling dissatisfied with the current state of knowledge appeared to be associated with increased motivation, while anger or frustration attributed to teachers and/or the curriculum was linked with impaired motivation in participants’ minds."

Discussion¶

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