Re-conceptualizing Emotion and Motivation to Learn in Classroom Contexts

Abstract

To better inform and improve classroom teaching and learning, now more than ever before, educational researchers need to effectively and efficiently describe essential components of positive learning environments. In this article, we discuss how our research findings about motivation in classrooms have led to a closer examination of emotions. We describe how motivation theories such as Academic Risk Taking, Flow Theory, and Goal Theory have helped us better understand emotions in our classroom research. Our findings suggest that engaging students in learning requires consistently positive emotional experiences, which contribute to a classroom climate that forms the foundation for teacher-student relationships and interactions necessary for motivation to learn. We conclude that we need to integrate emotion, motivation, and cognition theoretically and methodologically to move our research forward. New theories and methods, even new forms of intellectual discourse, are required. Therefore, we end this article by beginning a discussion of new directions for conceptualizing and researching classrooms in ways that will involve examining the emotions of students and teachers.

Mediating effects of teacher enthusiasm and peer enthusiasm on students’ interest in the college classroom

“…Defining teacher enthusiasm is not an easy task. A positive correlation between students' emotions and motivation in the classroom and teachers' expressions of positive emotions and intrinsic motivation has been reported, and several studies support the importance of teacher's emotional support, emphasizing some positive instructional characteristics including teacher enthusiasm (Meyer & Turner, 2006). In the process-product approach, teacher enthusiasm became a characteristic of an effective teacher (Brophy & Good, 1986) and it has been considered as a teaching strategy to influence students' performance by displaying a high energy level and interest in the subject matter (Sass, 1989).…”

Emotional Aspects of Learning and Teaching: Reviewing the Field − Discussing the Issues

“…The interaction between emotion, motivation and cognition is even more complex as emotions are intertwined with students' beliefs and actions constituting an integral part of the interpersonal processes that create classroom contexts (Meyer & Turner, 2006). Therefore, it is important to study students' emotions in instructional context .…”

Technical College Teachers’ Communication and Its Impact on Student Motivation

“…In daily life, EI's role in superlative employees' performance is of greater importance than intellect or technical skills and both employers and organizations will benefit from cultivating these capabilities. Meyer and Turner (2006) affirmed that engaging adult students in learning requires unfailingly, positive emotional practices, which contribute to a classroom climate that forms the foundation for teacher-student relationship and interactions necessary for motivation to learn. Eccles and Wigfield (2002) postulated that student willingness to invest time and effort in a task is explained by success expectancy and task-value beliefs (motivation).…”