Search

Emotions are both determinants and outcomes of any learning process. Therefore, the present article provides an overview of the importance of emotions for learning and teaching processes in school and instruction from an educational and psychological perspective. After a theoretical and conceptual explanation of the term "emotion", the conditions and processes of the development of emotions over the entire school period, as well as the relevance of emotions for educational processes will be explained in more detail. In the context of a research example, we give an insight in the emotional experiences of students and the development of positive and negative achievement emotions at the beginning of secondary school in church-run schools. The article concludes with implications for school and instructional design. [ABSTRACT FROM AUTHOR]

Students' achievement emotions have an impact on learning and academic success. Therefore research on learning and teaching in higher education should not only focus on cognitive outcomes but on students' emotions, as well. The aim of our quasi-experimental study was to analyze students' achievement emotions based on the control-value approach in different instructional settings. An intervention was carried out with two teachers and 217 students referring to self-determination theory. We tested the influence of a student-oriented versus a teacher-centered approach on students' experience of self-determination and their achievement emotions. The results show a generally high level of students' positive achievement emotions. As expected, more autonomy and participation are experienced in student-oriented settings, but not more positive and less negative emotions than in teacher-centered settings. Main quantitative results are being discussed in terms of theoretical and methodological implications. [ABSTRACT FROM AUTHOR]