University student and teacher perceptions of emotions and learning

a qualitative study

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

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Abstract

Traditionally, psychologists have differentiated three aspects of human learning: cognition, motivation and emotion. Research to date has tended to study these processes in isolation, and the role of emotions in learning has been regarded as a less significant factor in affecting successful learning outcomes than cognition or motivation. More recently the importance of emotion is being emphasised, particularly in higher education. Building on a previous research project in the area of university student perceptions of feedback this paper reports preliminary findings from an exploratory study intended to further investigate university student and academic staff perceptions of emotions and their associated cognitive appraisals in the learning and teaching context.
Original languageEnglish
Title of host publicationICERI 2010
Subtitle of host publicationproceedings
Place of PublicationSPAIN
PublisherInternational Association of Technology, Education and Development (IATED)
Number of pages10
ISBN (Print)9788461424399
Publication statusPublished - 2010
EventInternational Conference of Education, Research and Innovation (ICERI) - Madrid, Spain
Duration: 15 Nov 201017 Nov 2010

Conference

ConferenceInternational Conference of Education, Research and Innovation (ICERI)
CityMadrid, Spain
Period15/11/1017/11/10

Keywords

  • cognitive appraisals
  • emotions
  • higher education
  • learning
  • student and teacher perceptions

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