Learning and Emotion: perspectives for theory and research

ABSTRACT There is growing interest in and knowledge about the interplay of learning and emotion. However, the different approaches and empirical studies correspond to each other only to a low extent. To prevent this research field from increasing fragmentation, a shared basis of theory and research is needed. The presentation aims at giving an overview of the state of the art, developing a general framework for theory and research, and outlining crucial topics for future theory and research. The presentation focuses on the influence of emotions on learning. First, theories about the impact of emotions on learning are introduced. Second, the importance of these theories for school learning are discussed. Third, empirical evidence resulting from school-based research about the role of emotions for learning is presented. Finally, further research demands are stressed. 1. Learning and Emotion – theoretical approaches Learning and Emotion – some evidence for their relationship Learning, as we all know, is an active process of combining new information with old information, a process of building up networks and the relationships between and within knowledge areas (e.g. Brown & Atkins, 1993; Steiner, 2006). Imagine a one-year-old boy who is learning to walk. He will feel happiness as long as he is successful but he might get very frustrated if he falls to the floor