Next Article in Journal
Creative Arts Interventions for Stress Management and Prevention—A Systematic Review
Previous Article in Journal
Neuroprotective Effects of neuroEPO Using an In Vitro Model of Stroke
Previous Article in Special Issue
A Comparison of the Social-Adaptive Perspective and Functionalist Perspective on Guilt and Shame
Article Menu

Export Article

Open AccessFeature PaperArticle
Behav. Sci. 2018, 8(2), 27; https://doi.org/10.3390/bs8020027

Understanding the Role of Negative Emotions in Adult Learning and Achievement: A Social Functional Perspective

1
Professional and Community Engagement, Macquarie University, North Ryde 2109, Australia
2
Psychology Department, Macquarie University, North Ryde 2109, Australia
*
Author to whom correspondence should be addressed.
Received: 15 January 2018 / Revised: 7 February 2018 / Accepted: 9 February 2018 / Published: 20 February 2018
(This article belongs to the Special Issue Functional Perspectives on Emotion)
Full-Text   |   PDF [1015 KB, uploaded 23 February 2018]   |  
  |   Review Reports

Abstract

The role of emotions in adult learning and achievement has received increasing attention in recent years. However, much of the emphasis has been on test anxiety, rather than the wider spectrum of negative emotions such as sadness, grief, boredom and anger. This paper reports findings of a qualitative study exploring the experience and functionality of negative emotions at university. Thirty-six academic staff and students from an Australian university were interviewed about emotional responses to a range of learning events. Data analysis was informed by a prototype approach to emotion research. Four categories of discrete negative emotions (anger, sadness, fear, boredom) were considered by teachers and students to be especially salient in learning, with self-conscious emotions (guilt, embarrassment, shame) mentioned by more students than staff. While negative emotions were frequently viewed as detrimental to motivation, performance and learning, they were also construed under some circumstances as beneficial. The findings are discussed in relation to the value of social functional approaches for a better understanding of the diverse roles of negative emotions in learning and achievement. View Full-Text
Keywords: negative emotions; achievement; higher education; perceptions; qualitative research; functional theory; prototype negative emotions; achievement; higher education; perceptions; qualitative research; functional theory; prototype
Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
SciFeed

Share & Cite This Article

MDPI and ACS Style

Rowe, A.D.; Fitness, J. Understanding the Role of Negative Emotions in Adult Learning and Achievement: A Social Functional Perspective. Behav. Sci. 2018, 8, 27.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Behav. Sci. EISSN 2076-328X Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top