The relationship between positive and painful emotions and cognitive load during an algebra learning task

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2024-11-28 DOI:10.1016/j.lindif.2024.102597

Benjamin S. Hawthorne , Gavin R. Slemp , Dianne A. Vella-Brodrick , John Hattie

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引用次数: 0

Abstract

The mechanism through which emotional states impact learning is not yet fully understood. Through the lens of cognitive load theory, this study examines the relationship between emotional valence and learning during an algebra-based mathematics task and explores cognitive load as a potential mechanism through which emotions impact learning. Using structural equation modelling and path analysis of Australian Year 7 and 8 Secondary School students completing an algebraic learning task, we test a hypothesised model whereby extraneous cognitive load mediates the relationship between positive emotions, painful emotions, and learning. This model was tested against an alternative model with emotions mediating the relationship between extraneous cognitive load and learning. Results demonstrate that extraneous cognitive load mediates the relationship between painful emotions and learning. Alternatively, positive emotions were related to learning but not mediated by extraneous cognitive load. Implications of these findings for teachers and educators are also discussed.

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代数学习任务中积极和痛苦情绪与认知负荷之间的关系

情绪状态影响学习的机制尚未完全明了。本研究通过认知负荷理论的视角，研究了在代数数学任务中情绪情感与学习之间的关系，并探讨了认知负荷作为情绪影响学习的潜在机制。通过对澳大利亚七、八年级中学生完成代数学习任务的情况进行结构方程建模和路径分析，我们检验了一个假设模型，即外在认知负荷会介导积极情绪、痛苦情绪和学习之间的关系。该模型与另一个模型进行了对比测试，后者认为情绪介导了外在认知负荷与学习之间的关系。结果表明，外在认知负荷介导了痛苦情绪与学习之间的关系。另外，积极情绪与学习有关，但不受外来认知负荷的影响。本文还讨论了这些研究结果对教师和教育工作者的启示。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).