PEKRUN, R (1992) THE IMPACT OF EMOTIONS ON LEARNING AND ACHIEVEMENT - TOWARDS A THEORY OF COGNITIVE MOTIVATIONAL MEDIATORS. APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE, 41 (4). pp. 359-376. ISSN 0269-994X,
Full text not available from this repository.Abstract
This paper outlines assumptions of a model on how emotions influence students' learning and achievement. Such effects have been studied empirically for test anxiety, and for positive vs. negative mood. It may be assumed, however, that many other emotions exert effects on performance as well. Assumptions on such influences imply that they may be mediated: (1) by cognitive mechanisms of storage and retrieval of information, of processing information, and of emotion's attentional demands; and (2) by motivational mechanisms of intrinsic and extrinsic academic task motivation. The overall effects of emotions are hypothesised to depend on the interplay of different mechanisms. The net effects of positive emotions are assumed to be positive in most cases, whereas overall effects of negative emotions may be ambivalent. General implications for applied psychological research are described.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | POSITIVE AFFECT; TEST ANXIETY; MOOD; MEMORY; EFFICACY; |
| Depositing User: | Dr. Gernot Deinzer |
| Last Modified: | 19 Oct 2022 08:44 |
| URI: | https://pred.uni-regensburg.de/id/eprint/54342 |
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