ArticleBehavioral sciences (Basel, Switzerland)2018
Understanding the Role of Negative Emotions in Adult Learning and Achievement: A Social Functional Perspective.
Article in Behavioral sciences (Basel, Switzerland), 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 34 papers, 2 of them syntheses that pooled it.
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Who cites it
34 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Impacts of body donor non-anonymization on students' educational and humanistic development: A systematic review.Anatomical sciences education · 2026Pooled it
- Views of general practitioners on end-of-life care learning preferences: a systematic review.BMC palliative care · 2022Pooled it
- Physical Activity and Negative Emotional States Among Female College Students: A Three-Wave Cross-Lagged Study.Behavioral sciences (Basel, Switzerland) · 2026Article
- Finding the right words: preparing medical students for communication on the wish for hastened death - medical students' perceptions of drama-based and online communication training.BMC medical education · 2026Article
- Emotions Meet Reflexivity in Workplace Training: A Person-Centered Approach to Understanding Transfer of Learning.Behavioral sciences (Basel, Switzerland) · 2026Article
- Does gender influence learning, perceptions and retention in regional anatomy dissection courses?Anatomical science international · 2026Article
- The relationship between physical exercise and learning engagement among chinese college students: the chain mediating roles of cognitive flexibility and psychological resilience.Frontiers in psychology · 2026Article
- What do teachers think about students' emotions? A mixed-method exploration of their implicit theories.European journal of psychology of education = Journal europeen de psychologie de l'education · 2026Article
- The mediating role of parental involvement in the relationship between adolescent mental health and academic performance: Effects of parental marital status and postdivorce living arrangements.Journal of family medicine and primary care · 2025Article
- A comparison of 1- versus 3-month regional anatomy exposure on learning outcomes of undergraduate medical students.Clinical anatomy (New York, N.Y.) · 2025Article
- Cognitive, affective, and behavioral engagement with science news predicted by the use of accessibility strategies in science-minded and general audiences.Public understanding of science (Bristol, England) · 2025Article
- The Confrustion Constellation: A New Way of Looking at Confusion and Frustration.Cognitive science · 2025Article
- The role of emotions in academic performance of undergraduate medical students: a narrative review.BMC medical education · 2024Review
- Adapting to new challenges in medical education: a three-step digitization approach for blended learning.BMC medical education · 2024Article
- Right or wrong? How feedback content and source influence children's mathematics performance and persistence.Journal of experimental child psychology · 2024Article
- The relative importance of affect variability and mean levels of affect in predicting complex task performance.Frontiers in psychology · 2024Article
- With Great Sensitivity Comes Great Management: How Emotional Hypersensitivity Can Be the Superpower of Emotional Intelligence.Journal of Intelligence · 2023Article
- A scoping review of emotions and related constructs in simulation-based education research articles.Advances in simulation (London, England) · 2023Article
- Feelings on feedback: Children's emotional responses during mathematics problem solving.Contemporary educational psychology · 2023Article
- Augmented reality with algorithm animation and their effect on students' emotions.Multimedia tools and applications · 2023Article
Corrections and comments
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Authors and funding
2 authors.
Funding
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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.
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