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Understanding the Role of Negative Emotions in Adult Learning and Achievement: A Social Functional Perspective

by Anna D. Rowe and Julie Fitness

Behav. Sci. 2018, 8(2), 27; https://doi.org/10.3390/bs8020027 - 20 Feb 2018

Cited by 87 | Viewed by 18653

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 [...] Read more.

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. Full article

(This article belongs to the Special Issue Functional Perspectives on Emotion)

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Open AccessReview

A Comparison of the Social-Adaptive Perspective and Functionalist Perspective on Guilt and Shame

by Heidi L. Dempsey

Behav. Sci. 2017, 7(4), 83; https://doi.org/10.3390/bs7040083 - 11 Dec 2017

Cited by 23 | Viewed by 9650

Abstract

Within the field of guilt and shame two competing perspectives have been advanced. The first, the social-adaptive perspective, proposes that guilt is an inherently adaptive emotion and shame is an inherently maladaptive emotion. Thus, those interested in moral character development and psychopathology should [...] Read more.

Within the field of guilt and shame two competing perspectives have been advanced. The first, the social-adaptive perspective, proposes that guilt is an inherently adaptive emotion and shame is an inherently maladaptive emotion. Thus, those interested in moral character development and psychopathology should work to increase an individual’s guilt-proneness and decrease an individual’s shame-proneness. The functionalist perspective, in contrast, argues that both guilt and shame can serve a person adaptively or maladaptively—depending on the situational appropriateness, duration, intensity, and so forth. This paper reviews the research conducted supporting both positions; critiques some issues with the most widely used guilt- and shame-proneness measure in the social-adaptive research (the TOSCA) and discusses the differences in results found when assessing guilt and shame at the state versus trait level. The conclusion drawn is that although there is broad support for the functionalist perspective across a wide variety of state and trait guilt/shame studies, the functionalist perspective does not yet have the wealth of data supporting it that has been generated by the social-adaptive perspective using the TOSCA. Thus, before a dominant perspective can be identified, researchers need to (1) do more research assessing how the social-adaptive perspective compares to the functionalist perspective at the state level and (2) do more trait research within the functionalist perspective to compare functionalist guilt- and shame-proneness measures with the TOSCA. Full article

(This article belongs to the Special Issue Functional Perspectives on Emotion)

241 KiB

Open AccessReview

On the Importance of Both Dimensional and Discrete Models of Emotion

by Eddie Harmon-Jones, Cindy Harmon-Jones and Elizabeth Summerell

Behav. Sci. 2017, 7(4), 66; https://doi.org/10.3390/bs7040066 - 29 Sep 2017

Cited by 97 | Viewed by 10952

Abstract

We review research on the structure and functions of emotions that has benefitted from a serious consideration of both discrete and dimensional perspectives on emotion. To illustrate this point, we review research that demonstrates: (1) how affective valence within discrete emotions differs as [...] Read more.

We review research on the structure and functions of emotions that has benefitted from a serious consideration of both discrete and dimensional perspectives on emotion. To illustrate this point, we review research that demonstrates: (1) how affective valence within discrete emotions differs as a function of individuals and situations, and how these differences relate to various functions; (2) that anger (and other emotional states) should be considered as a discrete emotion but there are dimensions around and within anger; (3) that similarities exist between approach-related positive and negative discrete emotions and they have unique motivational functions; (4) that discrete emotions and broad dimensions of emotions both have unique functions; and (5) evidence that a “new” discrete emotion with discrete functions exists within a broader emotion family. We hope that this consideration of both discrete and dimensional perspectives on emotion will assist in understanding the functions of emotions. Full article

(This article belongs to the Special Issue Functional Perspectives on Emotion)

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