Introduction
The interplay among emotions, motivation, and cognition can be understood from the
perspective of goals.
In addition to their organization around goals, there are bidirectional (reciprocal) infl u
ences between emotions and motivation. Emotions and motivation interact with each
other and make each other activated (or deactivated), which directs behaviors
Although emotions and motivation are not inseparable conceptually and empirically, it
is difficult to separate them in the contexts of learning and performance.
What mediates the impact of emotions on learning and performance?
Emotions influence cognitive processes and strategies.
o Information processing can be initiated, accelerated, altered, or interrupted by
emotions.
o Memory can be organized differently depending on emotions experienced
when the information was stored and/or the information is being retrieved.
o Mood-congruent retrieval implies that a person’s current emotional state
influences the way his/her memories are recalled. People tend to retrieve
information that is congruent with their current emotions.
o The type of emotion (e.g., positive vs. negative; activating vs. deactivating)
can influence the use of cognitive strategies.
People experiencing positive emotions tend to use more general
knowledge in heuristic ways whereas people experiencing negative
emotions tend to use systematic analyses with more focus on details.
Emotions influence decision making.
o When making decisions, people intend to minimize the likelihood of negative
emotions and maximize the likelihood of positive emotions; therefore,
anticipated emotions can influence decision-making processes.
o Anticipated emotions may also impact decision-making processes in learning
and performance contexts.
o Past experiences of emotions (i.e., emotional memories) infl u ence decision
making as well.
o Wat kun je doen om deze herinneringen en verwachtingen positiever te
maken?
Taken duidelijk maken
De moeilijkheid van de taak moet aansluiten bij het niveau van het kind
Emotions influence motivation.
o How emotions influence one’s motivation to act in a certain way can be
explained in terms of memory and goals. Some researchers view emotion as
a kind of information in working memory that could contribute to motivation
regulation.
o Optimizing academic emotions can in turn optimize motivation and ultimately
learning and performance.
o An emphasis on mastery goal orientations helps learners perceive task value
beyond instrumental usefulness
The aforementioned influences are reciprocal.
o In short, emotions influence ongoing behaviors and vice versa because
emotional processes interact with motivational and cognitive processes.
Second, situational aspects influence this interactive process.
How emotions occur
Emotions arise when a person appraises a given situation. The meaning and causal
structures of the situation and controllability are cognitively evaluated and
The interplay among emotions, motivation, and cognition can be understood from the
perspective of goals.
In addition to their organization around goals, there are bidirectional (reciprocal) infl u
ences between emotions and motivation. Emotions and motivation interact with each
other and make each other activated (or deactivated), which directs behaviors
Although emotions and motivation are not inseparable conceptually and empirically, it
is difficult to separate them in the contexts of learning and performance.
What mediates the impact of emotions on learning and performance?
Emotions influence cognitive processes and strategies.
o Information processing can be initiated, accelerated, altered, or interrupted by
emotions.
o Memory can be organized differently depending on emotions experienced
when the information was stored and/or the information is being retrieved.
o Mood-congruent retrieval implies that a person’s current emotional state
influences the way his/her memories are recalled. People tend to retrieve
information that is congruent with their current emotions.
o The type of emotion (e.g., positive vs. negative; activating vs. deactivating)
can influence the use of cognitive strategies.
People experiencing positive emotions tend to use more general
knowledge in heuristic ways whereas people experiencing negative
emotions tend to use systematic analyses with more focus on details.
Emotions influence decision making.
o When making decisions, people intend to minimize the likelihood of negative
emotions and maximize the likelihood of positive emotions; therefore,
anticipated emotions can influence decision-making processes.
o Anticipated emotions may also impact decision-making processes in learning
and performance contexts.
o Past experiences of emotions (i.e., emotional memories) infl u ence decision
making as well.
o Wat kun je doen om deze herinneringen en verwachtingen positiever te
maken?
Taken duidelijk maken
De moeilijkheid van de taak moet aansluiten bij het niveau van het kind
Emotions influence motivation.
o How emotions influence one’s motivation to act in a certain way can be
explained in terms of memory and goals. Some researchers view emotion as
a kind of information in working memory that could contribute to motivation
regulation.
o Optimizing academic emotions can in turn optimize motivation and ultimately
learning and performance.
o An emphasis on mastery goal orientations helps learners perceive task value
beyond instrumental usefulness
The aforementioned influences are reciprocal.
o In short, emotions influence ongoing behaviors and vice versa because
emotional processes interact with motivational and cognitive processes.
Second, situational aspects influence this interactive process.
How emotions occur
Emotions arise when a person appraises a given situation. The meaning and causal
structures of the situation and controllability are cognitively evaluated and
