Negative emotions are not uniformly detrimental; differentiation by valence, arousal, and object focus is needed¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Anxiety can undermine interest and intrinsic motivation yet boost extrinsic motivation and promote detail-oriented analytic thinking helpful on some tasks. → Reinhard Pekrun 2024

Evidence¶

Reinhard Pekrun 2024¶

Reinhard Pekrun. (2024). Overcoming Fragmentation in Motivation Science: Why, When, and How Should We Integrate Theories? Educational Psychology Review. https://doi.org/10.1007/s10648-024-09846-5

q1 · i? · theoretical · r3

Theoretical argument in the commentary's integration-versus-differentiation section, drawing on the cognitive-motivational model of emotion effects within control-value theory. The author argues that "Simply characterizing emotions like anxiety, confusion, or shame as detrimental to engagement and achievement may not be sufficient."

"anxiety can deplete students’ working memory resources and undermine their interest and intrinsic motivation, but can boost extrinsic motivation to invest effort in order to avoid failure. Furthermore, anxiety can promote detail-oriented, analytic thinking which can be helpful on some types of tasks."

Discussion¶

Learner Variables¶

• Achievement Emotions — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Experienced effort-by-need frustration is neither a necessary requirement nor a typical concomitant of high-quality learning — related
• Praise for intelligence, rather than for effort, after success undermines children's motivation and performance after a later failure — related
• The type and intensity of emotions students experience in feedback situations depend on feedback focus (task vs person) and valence, in interplay with context and student characteristics — a narrower finding that bears on this claim