Week 8 Objectives - The Confirmation
1. What is my thesis?
How students' various emotions affect the lesson and how teachers lead the best feeling for effective learning?
2. What types of source am I using to defend my thesis?
I am using expert opinions, articles and relevant experimental researches.
3. Are my arguments mostly based on evidence, logic or emotion?
My arguments are about emotion, but not based on emotion. It is based on experimental evidences. But there is no enough evidence to use especially about the implications for teachers. Instead I have some experts opinion from relevant research which indicated the implications for teachers to develop students' emotions.
Cognitive neuroscience has demonstrated the relationship between emotion and learning. (Christian Gerlach)
1. Emotions play a regulatory role in memory consolidation. In fact, the atmosphere in which students get knowledge is important for knowledge acquisition. For example, negative emotions and stress can disrupt optimal learning. However, some experts(Reinhard Pekrun) argue that the idea that positive emotions are always have positive effects and negative emotions always have negative effects is not correct. Certain negative emotions such as anxiety, shame, and anger can enhance performance in specific cases. Although these good point, I suggest that their average affects across students are negative. Quite some students have negative attitude toward learning especially when they have experienced fail in learning. These children are likely to develop a phobia and prevalence of anxiety of depression that lead to late development.
2. Emotion bias our cognitive information processing style. Such biases can differ in important respects. For example, selective encoding of threat cues at early stages of processing appears to be more characteristic of vulnerability to anxiety, whereas depression is associated with selective attention to mood-consistent stimuli when presentation conditions are helpful to strategic processing.
3. Emotion constitutes a vital part of decision making, even when it is based on rational cost-benefit analysis. The unique social information conveyed by each discrete emotion. In decision making, individuals use interdependent others' emotional expressions to make sense of ambiguous and uncertain social situations, and the cooperative or competitive nature of the social situation fundamentally influences the interpersonal effects of emotions.
According to the evidence 1 and 2 (not 3 because I judged evidence 3 doesn't have to do with learning fundamentally), positive emotions are better at leading to effective learning than negative emotions in terms of memory consolidation and information processing style. Therefore, as a teacher, we should try to create a better atmosphere to produce students' positive emotions.
These following factors that are under the control of educators likely are important for the development of students' emotions. (Reinhard Pekrun; Zeidner)
First, improve students' perceived control. Lack of structure, clarity, and excessive task demands are factors that enhance students' anxiety. Therefore, you should structure instructions well and explain clearly. By implication, adaptive student emotions likely can be fostered, and maladaptive emotions reduced, by raising the cognitive quality of instruction.
Second, support autonomy and self-regulated learning. Learning environments supporting students' self-regulated learning can be assumed to increase their sense of control and related positive emotions. In addition, such environments can foster positive emotions by meeting students' need for autonomy. However, these beneficial effects probably depend on the match between students' competence and individual need for academic autonomy. In case of a mismatch, loss of control and negative emotions can result. In short, teachers should attend to matching demands for autonomy to students' competencies and needs.
Third, set goal structures and achievement expectations carefully. Goal structures and grading practices determine students' opportunities for experiencing success and perceiving control, thus influencing their emotions. Specifically, competitive goal structures imply that some students experience success, whereas others have to experience failure, thus increasing levels of anxiety and hopelessness. Therefore, educators should adapt expectancy to students' competencies and should refrain from using goal structures which induce individual competition between students.
Finally, give feedback and consequences of achievement. Research suggests that cumulative failure feedback is a major factor underlying students' test anxiety (Zeidner, 1998). Success experiences likely strengthen perceived control and related positive emotions, whereas repeated failure can undermine subjective control and, therefore, instigate negative emotions. In addition, the perceived consequences of success and failure are important. Positive future-related student emotions can be increased if academic success is seen to produce beneficial long-term outcomes (such as future occupational chances). Negative outcomes of academic failure, by contrast, can increase students' achievement-related anxiety and hopelessness. By implication, providing success experiences, defining mistakes as opportunities for learning rather than as personal failure, and linking attainment to beneficial outcomes also is important for helping students to develop adaptive emotions.
Given these facts, we could know that students' various emotions affect the lesson and teachers can lead the proper feeling for learning.
How students' various emotions affect the lesson and how teachers lead the best feeling for effective learning?
2. What types of source am I using to defend my thesis?
I am using expert opinions, articles and relevant experimental researches.
3. Are my arguments mostly based on evidence, logic or emotion?
My arguments are about emotion, but not based on emotion. It is based on experimental evidences. But there is no enough evidence to use especially about the implications for teachers. Instead I have some experts opinion from relevant research which indicated the implications for teachers to develop students' emotions.
My Confirmation
1. Emotions play a regulatory role in memory consolidation. In fact, the atmosphere in which students get knowledge is important for knowledge acquisition. For example, negative emotions and stress can disrupt optimal learning. However, some experts(Reinhard Pekrun) argue that the idea that positive emotions are always have positive effects and negative emotions always have negative effects is not correct. Certain negative emotions such as anxiety, shame, and anger can enhance performance in specific cases. Although these good point, I suggest that their average affects across students are negative. Quite some students have negative attitude toward learning especially when they have experienced fail in learning. These children are likely to develop a phobia and prevalence of anxiety of depression that lead to late development.
2. Emotion bias our cognitive information processing style. Such biases can differ in important respects. For example, selective encoding of threat cues at early stages of processing appears to be more characteristic of vulnerability to anxiety, whereas depression is associated with selective attention to mood-consistent stimuli when presentation conditions are helpful to strategic processing.
3. Emotion constitutes a vital part of decision making, even when it is based on rational cost-benefit analysis. The unique social information conveyed by each discrete emotion. In decision making, individuals use interdependent others' emotional expressions to make sense of ambiguous and uncertain social situations, and the cooperative or competitive nature of the social situation fundamentally influences the interpersonal effects of emotions.
According to the evidence 1 and 2 (not 3 because I judged evidence 3 doesn't have to do with learning fundamentally), positive emotions are better at leading to effective learning than negative emotions in terms of memory consolidation and information processing style. Therefore, as a teacher, we should try to create a better atmosphere to produce students' positive emotions.
These following factors that are under the control of educators likely are important for the development of students' emotions. (Reinhard Pekrun; Zeidner)
First, improve students' perceived control. Lack of structure, clarity, and excessive task demands are factors that enhance students' anxiety. Therefore, you should structure instructions well and explain clearly. By implication, adaptive student emotions likely can be fostered, and maladaptive emotions reduced, by raising the cognitive quality of instruction.
Second, support autonomy and self-regulated learning. Learning environments supporting students' self-regulated learning can be assumed to increase their sense of control and related positive emotions. In addition, such environments can foster positive emotions by meeting students' need for autonomy. However, these beneficial effects probably depend on the match between students' competence and individual need for academic autonomy. In case of a mismatch, loss of control and negative emotions can result. In short, teachers should attend to matching demands for autonomy to students' competencies and needs.
Third, set goal structures and achievement expectations carefully. Goal structures and grading practices determine students' opportunities for experiencing success and perceiving control, thus influencing their emotions. Specifically, competitive goal structures imply that some students experience success, whereas others have to experience failure, thus increasing levels of anxiety and hopelessness. Therefore, educators should adapt expectancy to students' competencies and should refrain from using goal structures which induce individual competition between students.
Finally, give feedback and consequences of achievement. Research suggests that cumulative failure feedback is a major factor underlying students' test anxiety (Zeidner, 1998). Success experiences likely strengthen perceived control and related positive emotions, whereas repeated failure can undermine subjective control and, therefore, instigate negative emotions. In addition, the perceived consequences of success and failure are important. Positive future-related student emotions can be increased if academic success is seen to produce beneficial long-term outcomes (such as future occupational chances). Negative outcomes of academic failure, by contrast, can increase students' achievement-related anxiety and hopelessness. By implication, providing success experiences, defining mistakes as opportunities for learning rather than as personal failure, and linking attainment to beneficial outcomes also is important for helping students to develop adaptive emotions.
Given these facts, we could know that students' various emotions affect the lesson and teachers can lead the proper feeling for learning.
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