Emotions in Learning at Work: a Literature Review

Abstract

The research elaborating emotions in organizational settings has increased considerably in recent years. However, we lack a comprehensive understanding of the role of emotions in learning at work. This review aimed to elaborate how emotions and learning are understood in the field of workplace studies, and how emotions and learning at work are related. For the review, 31 scientific articles were selected and analysed. We found that emotions and learning were understood in a range of ways in the articles. Emotions were mainly defined as emotional experiences and responses, and learning at work mainly referred to learning through participatory practices. In addition, the review illustrates the relationship between emotions and learning at work. Most of the studies focused on the active role of emotions in supporting and/or hindering learning at work, but some indicated the contrary direction of influence, with emotions at work being influenced by learning. The review further illustrates trends and gaps in this research field, and suggests some theoretical underpinnings, with recommendations for future research.

Exploring the link between learning from error climate and professionals' engagement in social learning activities after errors

“…We found that first affective and then cognitive error responses sequentially mediate this well-established relationship, laying the framework for future studies seeking to understand how learning from error climate influences engagement in social learning activities. Second, this study addresses calls for future research that investigate the role of emotions in learning (from errors) at work by highlighting the need to differentiate between individual and social learning activities in relation to error strain (Böhnke and Thiel, 2019; Hökkä et al. , 2020).…”

Listening Boredom, Listening Boredom Coping Strategies, and Listening Performance: Exploring the Possible Relationships in Saudi EFL Context

“…The sentiments of the students play a substantial part in boosting their motivation and learning (Graesser & D'Mello, 2012;Hökkä et al, 2019;Pekrun et al, 2002;Trevors et al, 2017). Past studies related to the sentiments of the students have majorly focused on their apprehension while taking a test.…”

Do reading boredom and reading boredom coping strategies predict reading comprehension performance? An empirical investigation of Saudi EFL learners

“…Students' emotions play a significant role in their motivation and learning process (Graesser & D'Mello, 2012;Hökkä, Vähäsantanen, & Paloniemi, 2019;Pekrun et al, 2002;Trevors et al, 2017). Previous research involving students' emotions have concentrated on their test-taking anxiety.…”