Abstract
Understanding the interrelations among students’ cognitive, emotional, motivational, and volitional processes is an emergening focus in educational psychology. A dynamical, component systems theory of emotions is presented as a promising framework to further unravel these complex interrelations. This framework considers emotions to be a process that is composed of cognitive, neurophysiological, motor expression, and motivational processes—as well as feelings—that mutually regulate each other over time and within a particular context. This comprehensive view of emotions provides a more complete understanding of the social and dynamical nature of emotions and the integration of emotions within learning processes. Using a dynamical, component systems view of emotional processes, interrelated with learning processes, involves a shift in research methodologies and instruments to adequately investigate the role(s) of emotions within learning contexts. But more importantly, it may provide a powerful framework that can clearly show teachers and parents the role(s) that emotions play in students’ acquisition of knowledge and skills.
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Notes
The term “aptitudes” is used here as a general term that refers to individual difference constructs that are respectively cognitive, conative, or affective in nature and in interaction with the context determine students’ problem-solving behaviour (see e.g., aptitude-treatment interaction, Snow et al., 1996).
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Eynde, P.O., Turner, J.E. Focusing on the Complexity of Emotion Issues in Academic Learning: A Dynamical Component Systems Approach. Educ Psychol Rev 18, 361–376 (2006). https://doi.org/10.1007/s10648-006-9031-2
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DOI: https://doi.org/10.1007/s10648-006-9031-2