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Emotions at school: an obstacle or an encouragement to learning?

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2017
2319.pdf (364.9Kb)
Authors
Tosic-Radev, Milica
Pešikan, Ana
Article (Published version)
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Abstract
Emotions and cognition have long been treated as separate processes in psychology. Emotions were considered a distractor of rational processes, and it was endeavoured, especially at school, to reduce the influence of emotions to the lowest level possible. However, the contemporary research in the field of neurobiology and psychology states the complete opposite - that emotions and cognition are inextricably bound. Every kind of learning has an emotional grounding, while the emotional processes are necessary in order to utilise any kind of knowledge in everyday life. The first part of the current paper provides an overview of the studies dealing with the influence of emotions on the learning process, perception, attention, memory, critical thinking and motivation. In the second part of the paper, we speak about emotions in the educational context, and in the third about the implications of the studies dealing with emotions for education. The new insights into the relation between the em...otional and cognitive processes inevitably have a bearing on the process of teaching and learning, as well as on teacher education. It is necessary to raise teachers' awareness of the importance of emotions in education and the consequent professional commitments and tasks as early as in the stage of pre-service education.

Keywords:
teacher education / teacher competences / emotions and cognition / active learning
Source:
Zbornik Instituta za pedagoška istraživanja, 2017, 49, 2, 261-278
Publisher:
  • Institut za pedagoška istraživanja, Beograd
Funding / projects:
  • Indicators and models of family and work roles harmonization (RS-179002)

DOI: 10.2298/ZIPI1702261T

ISSN: 0579-6431

WoS: 000435844800006

Scopus: 2-s2.0-85042417704
[ Google Scholar ]
URI
http://reff.f.bg.ac.rs/handle/123456789/2322
Collections
  • Radovi istraživača / Researcher's publications - Odeljenje za psihologiju
Institution/Community
Psihologija / Psychology
TY  - JOUR
AU  - Tosic-Radev, Milica
AU  - Pešikan, Ana
PY  - 2017
UR  - http://reff.f.bg.ac.rs/handle/123456789/2322
AB  - Emotions and cognition have long been treated as separate processes in psychology. Emotions were considered a distractor of rational processes, and it was endeavoured, especially at school, to reduce the influence of emotions to the lowest level possible. However, the contemporary research in the field of neurobiology and psychology states the complete opposite - that emotions and cognition are inextricably bound. Every kind of learning has an emotional grounding, while the emotional processes are necessary in order to utilise any kind of knowledge in everyday life. The first part of the current paper provides an overview of the studies dealing with the influence of emotions on the learning process, perception, attention, memory, critical thinking and motivation. In the second part of the paper, we speak about emotions in the educational context, and in the third about the implications of the studies dealing with emotions for education. The new insights into the relation between the emotional and cognitive processes inevitably have a bearing on the process of teaching and learning, as well as on teacher education. It is necessary to raise teachers' awareness of the importance of emotions in education and the consequent professional commitments and tasks as early as in the stage of pre-service education.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Emotions at school: an obstacle or an encouragement to learning?
EP  - 278
IS  - 2
SP  - 261
VL  - 49
DO  - 10.2298/ZIPI1702261T
ER  - 
@article{
author = "Tosic-Radev, Milica and Pešikan, Ana",
year = "2017",
abstract = "Emotions and cognition have long been treated as separate processes in psychology. Emotions were considered a distractor of rational processes, and it was endeavoured, especially at school, to reduce the influence of emotions to the lowest level possible. However, the contemporary research in the field of neurobiology and psychology states the complete opposite - that emotions and cognition are inextricably bound. Every kind of learning has an emotional grounding, while the emotional processes are necessary in order to utilise any kind of knowledge in everyday life. The first part of the current paper provides an overview of the studies dealing with the influence of emotions on the learning process, perception, attention, memory, critical thinking and motivation. In the second part of the paper, we speak about emotions in the educational context, and in the third about the implications of the studies dealing with emotions for education. The new insights into the relation between the emotional and cognitive processes inevitably have a bearing on the process of teaching and learning, as well as on teacher education. It is necessary to raise teachers' awareness of the importance of emotions in education and the consequent professional commitments and tasks as early as in the stage of pre-service education.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Emotions at school: an obstacle or an encouragement to learning?",
pages = "278-261",
number = "2",
volume = "49",
doi = "10.2298/ZIPI1702261T"
}
Tosic-Radev, M.,& Pešikan, A.. (2017). Emotions at school: an obstacle or an encouragement to learning?. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 49(2), 261-278.
https://doi.org/10.2298/ZIPI1702261T
Tosic-Radev M, Pešikan A. Emotions at school: an obstacle or an encouragement to learning?. in Zbornik Instituta za pedagoška istraživanja. 2017;49(2):261-278.
doi:10.2298/ZIPI1702261T .
Tosic-Radev, Milica, Pešikan, Ana, "Emotions at school: an obstacle or an encouragement to learning?" in Zbornik Instituta za pedagoška istraživanja, 49, no. 2 (2017):261-278,
https://doi.org/10.2298/ZIPI1702261T . .

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