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

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? Faculty perceived that the extent to which emotions promoted or hindered learning was mediated by gender, age and life experience, emotion intensity, personality factors, and the nature of learning tasks. → 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

Faculty perspectives from the interview study. A balance was described between milder negative emotions perceived to enhance learning and more intense emotions deemed detrimental; individual resilience and coping capacity were considered important.

"According to Faculty, the extent to which emotions promoted or hindered learning was mediated by several factors including gender, age and life experience (with mature age students perceived as being more able to cope with adversity), the intensity of emotions experienced, personality factors, and the nature of learning tasks."

Discussion¶

Related Claims¶

• Extraversion correlates negatively with well-being decline in wartime students, though less strongly than emotional stability — related
• Openness partially mediates effects of extraversion and novelty tolerance, and fully mediates general uncertainty tolerance, on well-being decline — related
• Fear is perceived to impair cognition broadly yet increase conscientiousness and attention to detail, promoting quality outcomes — related
• Emotional stability shows the strongest negative association with decline in students' subjective well-being under martial law — 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 — a broader claim this one bears on
• Negative emotions sometimes promoted implementation of novel practices in PD — a narrower finding that bears on this claim