Negative emotions are perceived to have either positive or negative impacts on learning, with faculty more likely than students to recognize their functional benefits¶

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? Participants reported negative emotions can have either a positive or negative impact on different areas of functioning, and teachers were more likely than students to emphasize functional aspects of negative emotions. → 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

Comparison of student and faculty interview responses in the qualitative study. Faculty comments on emotions' impact on learning were almost double those of students despite fewer faculty participants, and faculty comments "ranged across a broader range of areas including behaviors."

"Interestingly, compared to students who generally viewed negative emotions as detrimental (with the exception of fear), teachers were more likely to emphasize the functional aspect of negative emotions."

Discussion¶

Related Claims¶

• Fear is perceived to impair cognition broadly yet increase conscientiousness and attention to detail, promoting quality outcomes — related
• Faculty identify emotion intensity, personality, demographics and task nature as mediating factors determining whether negative emotions promote or inhibit learning — a narrower finding that bears on this claim
• 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 — related
• Both students and teachers believe AI cannot capture social dynamics and emotional feelings, but only teachers additionally feared AI use would reduce interpersonal interactions in class — related
• Frustration at not understanding a concept is perceived to motivate exploration and persistence, while frustration attributed to teachers or curriculum impairs motivation — a narrower finding that bears on this claim