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Journal Zusammenfassung - Wien Aufnahmeprüfung 2022 Master Psy

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  • Wien Aufnahmetest 2022 Master Psychologie
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  • Wien Aufnahmetest 2022 Master Psychologie

They are a bit elaborative, but so will be the test as well i guess :)))) I'll be uploading summaries of the books soon as well, so keep an eye onnit ♡

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  • July 9, 2022
  • 20
  • 2021/2022
  • Summary

Subjects

  • psychologie
  • master
  • wien
  • 2022
  • aufnahmeprüfung
  • paper
  • journal
  • zusammenfassung

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  • Wien Aufnahmetest 2022 Master Psychologie
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By: joshua-luke • 1 year ago

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Emotions and Learning
Reinhard Pekrun
Introduction
 The classroom is an emotional place
o E.g.: pride in their accomplishments, anxiety about failing examinations, feel ashamed
over poor grades, or be bored during lessons etc.
o social emotions play a role as well, like admiration, empathy, anger, contempt, or envy
concerning peers and teachers
o outside school events and environment also influences (stressful family)
 emotions effect learning and achievement
o controls the students’ attention, influence their motivation to learn, modify the choice of
learning strategies, and affect their self-regulation of learning
 emotions also effect identity & personality development, psychological health & physical health
 not only important for study efficiency, but students’ emotional wellbeing should also be
regarded as an educational goal

A) The nature and diversity of students’ emotions:
1. Understanding emotions
Emotions profoundly influence learning and achievement. Therefore, pay attention to the emotions
experienced by students.

Research Findings
 students experience many positive & negative, intense & frequent, academic & school
external related emotions
 4 groups of academic emotions:
o Achievement emotions
 Success & failure from achievement activities
 enjoyment of learning; hope and pride; anxiety and shame
 occur especially when high importance on achievement
o Epistemic emotions
 Triggered by cognitive problems
 surprise about new task; curiosity, confusion and frustration about obstacles;
delight when problem solved
 important in learning with new, non-routine tasks
o Topic emotions
 Reactions to topics presented in lessons
 Empathy, anxiety, disgust, enjoyment
 positive and negative topic emotions can trigger students’ interest in learning
material
o Social emotions

,  teacher and peer relations
 love, sympathy, compassion, admiration, contempt, envy, anger, social anxiety
 important in teacher/student interaction and in group learning

In the classroom
 teachers need to understand and deal with the emotions experienced by students
o they can use own experiences from their school days for better understanding
o talk with students about their experience (group discussions)
 ethics: students don’t have to disclose their private affairs
o often the case when problems with self-esteem (shame of failing exam)
o conflict when in need to know more in order to help the student
 research has shown that teachers’ judgements of students’ emotions can be very different from
students’ self-view
o by middle elementary school, students have learnt social rules and how to control the
expression of their emotions
 solution:
o build up a trustful relationship
o use anonymous self-report
o ask for the judgement of others, such as the student’s parents
o a more systematic assessment can be performed by professional experts, such as school
psychologists
o keep the balance between the need to help your students and the students’ right to
keep emotions private



2. Individual and cultural differences
Consider the individual and cultural uniqueness of students’ emotions.

Research Findings
 Different students can experience different emotions, even in the same situation
o differences can relate to culture, ethnicity, gender, school membership, and class
membership
o average test anxiety higher in females & students from East Asian and Arab countries
 larger differences within than between cultures and genders etc.
o Most of the differences between students due to uniqueness of students’ individual
emotions
 Difference in reactions too (some like math, some are bored)
o emotions experienced in dissimilar subjects (such as mathematics versus languages) can
be quite different, similar subjects (math & science) more alike
o differences between emotions in different school subjects become larger as students
progress in education
 self-confidence and interests often vary across different subject
 Emotional stability over time also differs between students

, In the classroom
 emotions have both universal features and individual uniqueness
 be aware of the fact that only a minor part of these individual differences can be explained in
terms of culture, ethnicity, gender, schools or classrooms
o avoid stereotype phrases that relate to group membership
o better pay attention to the uniqueness of each individual student’s emotions
 consider that emotions can vary across school subjects and time
o amount of anxiety can substantially differ between school subjects
o it’s misleading to think of students as either being generally test anxious or not test
anxious
o make use of students’ varying emotional reactions by identifying the specific tasks and
situations that result in them enjoying lessons
o build their capacity for experiencing positive emotions by identifying their specific
emotional strengths

B) Functions, antecedents, and the regulation of emotions:
3. Positive emotions and learning
Promote students’ enjoyment of learning.

Research Findings
 Positive emotions can vary in terms of the physiological and cognitive arousal
o Enjoyment, excitement, hope and pride > activating positive emotions
 Arousal of heart rate
o relief and relaxation > deactivating
 decrease of HR
 Positive emotions influence learning by affecting…
o Attention
 Emotions draw one’s attention towards the object of emotion (e.g.
accomplishment of good grade)
 positive emotions can reduce performance on all kinds of tasks that need
attention, like academic learning tasks
 exceptions are task-related positive emotions (enjoyment of learning)
 focus attention on the learning task itself, the task becomes the object of
emotion
 >> flow experience
o Motivation
 PE help to recollect positive memories and to appraise the value of tasks and
one’s competence to solve them
 promotes interest in learning material and intrinsic motivation
 Pleasant relaxation and relief can reduce any motivation to continue making an
effort, but can reinforce motivation to begin again later
o Learning strategies
 PE help to employ flexible, creative and deep learning strategies

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