Emotions and Emotion Regulation

EMOTIONS AND EMOTIONS REGULATION IN ACADEMIC SETTINGS

EPSY 501 11/04/2020 AGENDA

1. ACADEMIC EMOTIONS

2. EMOTIONAL REGULATION AND EMOTIONAL INTELLIGENCE

3. BEING A TEACHER THE CLASSROOM IS AN EMOTIONAL PLACE FURTHERMORE, THE AVAILABLE EVIDENCE IMPLIES THAT THESE EMOTIONS ARE INSTRUMENTAL FOR ACHIEVING PERSONAL GROWTH EDUCATIONAL PSYCHOLOGY AND EMOTIONS

• Study on text anxiety • Role of casual attributions for achievement emotions ACADEMIC EMOTIONS

Emotions are typically defined as multifaceted phenomena involving sets of coordinated psychological processes, including affective, cognitive, physiological, motivational and expressive components (Shuman & Scherer 2014). EMOTIONS MAPPED IN THE HUMAN BRAIN EMOJIS HTTPS://EMOJIPEDIA.ORG/ CONCEPTS OF ACADEMIC EMOTIONS

• Valence • Activation • Object Focus • Achievement emotions • Epistemic emotions • Topic emotions • Social emotions ACHIEVEMENT EMOTIONS

Achievement activities Achievement outcomes (e.g., studying) (success and failure)

Activity emotions Outcome emotions prospective retrospective emotions emotions EPISTEMIC EMOTIONS The knowledge generating qualities of cognitive tasks and activities triggered by novel, non-routine tasks TOPIC EMOTIONS They refer to the appealing effect that the material may have

SOCIAL EMOTIONS Emotions that relate to the success and failure of others, such as admiration, envy, contempt. FUNCTIONS FOR LEARNING AND PERFORMANCE • Attention and Flow • Motivation to Learn • Memory Processes • Problem Solving, Learning Strategies, and Self-Regulation of Learning • Academic Achievement • Positive emotions • Negative activating emotions • Negative deactivating emotions ATTENTION AND FLOW

BOTH POSITIVE AND NEGATIVE EMOTIONAL STATES CONSUME ATTENTIONAL RESOURCES BY FOCUSING ATTENTION ON THE OBJECT OF EMOTIONS. NEGATIVE emotions such as anger, anxiety, shame -produce task –irrelevant thinking POSITIVE emotions such as curiosity and enjoyment of learning produce task - related emotions MOTIVATION TO LEARN Activating positive emotions strengthen motivation, whereas deactivation negative emotions undermine motivation. However, relaxed contentment following success can be expected to reduce immediate motivation to re-engage with learning contents but strengthen long- term motivation to do so. Regarding activating negative emotions, anger, anxiety, and shame have been found to reduce intrinsic motivation, but these emotions can strengthen extrinsic motivation to invest effort in order to avoid failure MEMORY PROCESSES

EMOTIONS INFLUENCE STORAGE AND RETRIEVAL OF INFORMATION

MOOD CONGRUENT RETRIVAL-INDUCED MEMORY RECALL FORGETTING AND FACILITATION

POSITIVE MOOD VS. NEGATIVE MOOD PROBLEM SOLVING, LEARNING STRATEGIES, AND SELF- REGULATION OF LEARNING

MOOD HAS BEEN SHOWN TO INFLUENCE COGNITIVE PROBLEM SOLVING, WITH POSITIVE MOOD PROMOTING FELXIBLE AND CREATIVE WAY OF THINKING, AND NEGATIVE MOOD PROMOTING MORE RIGID, DETAIL- ORIENTED, AND ANALYTICAL WAYS OF THINKING. FURTHERMORE, GIVEN THAT SELF-REGULATION OF LEARNING REQUIRES COGNITIVE FLEXIBILITY, POSITIVE EMOTIONS CAN FOSTER SELF-REGULATION ACADEMIC ACHIEVEMENT MAY DEPEND ON THE INTERPLAY BETWEEN DIFFERENT MECHANISMS • Positive emotions • Negative activating emotions • Negative deactivating emotions POSITIVE EMOTIONS “OUR PRIMARY GOAL IS TO FEEL GOOD, AND FEELING GOOD MAKES AS LAZY THINKERS WHO ARE OBVIOUS TO POTENTIALLY USEFUL NEGATIVE INFORMATION AND UNRESPONSIVE TO MEANINGFUL VARIATIONS IN INFORMATION AND SITUALTION” (ASPINWALL, 1998, p. 7) NEGATIVE ACTIVATING EMOTIONS POWERED BY ANGER AND DISAPPOINTMENT NEGATIVE DEACTIVATING EMOTIONS DEFEATED BY HOPELESNESS AND BOREDOM ORIGINS AND DEVELOPMENT OF EMOTIONS

• Cognitive Appraisals • Academic Environments COGNITIVE APPRAISALS

• Test Anxiety • Attributional theory • Control value theory ACADEMIC ENVIRONMENTS

• Classroom composition • Classroom instruction and exams • Goal structure and social expectations • Feedback and consequences of achievement • Development across the school years EMOTIONS IN A CLASSROOM QUESTION

As a teacher what emotions did you observe in your classroom? EMOTIONS IN A CLASSROOM QUESTION

As a student what emotions did you experiences in the classroom? EMOTIONS IN A CLASSROOM QUESTION

Does insight to your own emotions help you to understand students? EMOTIONAL REGULATION AND EMOTIONAL INTELLIGENCE EMOTIONAL REGULATION

• Emotion-focused versus problem-focused coping • Gross’s process model of emotion regulation • Emotion Regulation and Self-Regulated Learning: Boekaerts’ Dual processing Model of Self-regulation STRATEGIES

SITUATION SITUATION ATTENTIONAL COGNITIVE RESPONSE SELECTION MODIFUCATION DEPLOYMENT CHANGE MODULATION

THIS MODEL IS BASED ON A SEQUENCEOF PROCESSES THAT ARE INVOLVED IN AN EMOTIONAL EPISODE. THE FIRST FOUR APPLY BEFORE THE INDIVUDULA HAS APPRISED THE SITUATION. WHICH MAKES THEM PARTICULARLY RELEVANT TO ACADEMIC SETTINGS. DUAL PROCESSING MODEL OF SELF-REGULATION EMOTIONAL INTELLIGENCE

THE GENERTION AND REGULATION OF EMOTIONS DEPEND ON INDIVIDUAL COMPETENCIES TO PRODUCE, RECOGNIZE, EVALUATE, INCREASE OR DECREASE, AND MAKE USE OF ONE’S OWN EMOTIONS. RECOMMENDATIONS FOR PRACTICE

• Task design, Teacher Behavior, and Learning • Goal structure, grading practices, and achievement expectations • Emotional scaffolding, social and emotional learning, and treatment TASK DESIGN, TEACHER BEHAVIOR, AND LEARNING

• Cognitive quality of instruction and task assignments • Motivational quality of instruction and task assignments • Autonomy support and self regulation GOAL STRUCTURE, GRADING PRACTICES, AND ACHIEVEMENT EXPECTATIONS

• Design of test and exams • Consequences of performance • Emotional scaffolding, social and emotional learning, and treatment QUESTION

Is it possible to teach emotional intelligence? HUMAN COGNITIVE ABILITIES AGENDA

1. ORGANIZATION OF COGNITIVE ABILITIES 2. DEVELOPMENT OF COGNITIVE ABILITES 3. OUTSIDE OF COGNITIVE SKILLS THE ORGANIZATION OF HUMANT ABILITIES

• THE GENERAL (g) FACTOR

THE ORGANIZATION OF HUMANT ABILITIES

• GROUP FACTORS • FLUID (Gf) AND CRYSTALIZED (Gc) DISTINCTION • CHC MODEL, AND ITS CRITIQUE INDIVIDUAL-LEVEL VS. COUNTRY-LEVEL VALIDITY

• PREDICTIONS OF EDUCATION AND WORKPLACE SUCCESS • DIFFERENTIAL VALIDITY • WHY DO COGNITIVE TESTS PREDICT OUTCOMES? QUESTION

• DO YOU FOLLOW YOUR SKILLS OR INTEREST? WHAT IS AN ABILITY?

• THE COGNITIVE REVOLUTION • COGNITIVE ABILITIES MESUREMENT FRAMEWORK DEVELOPMENT AND TRAINABILITY OF ABILITIES

• STAGES OF DEVELOPMENT AND VARIATIONS • EARLY CHILDHOOD STUDIES • INTERVENTIONS • WORKING MEMORY TRAINING • EXPERTISE • MOTIVATION OUTSIDE THE REALM OF COGNITIVE CONSTRUCTS

• GARDNER’S MULTIPLE INTELLIGNECES • COGNITIVE BIASES • CONFIDENCE • METACOGNITION • EMOTIONAL INTELLIGENCE