(1992) POSITIVE EMOTIONS AND LEARNING BEHAVIOR: THE ROLE OF TEACHER SUPPORT IN SELF-DIRECTED LEARNING

摘要

Introduction Positive emotions are important psychological components that stimulate motivation, meta-cognition, and cognition, thereby positively influencing learning behavior (Efklides, Schwartz, & Brown, 2018). Due to varying maturity processes in the brain, throughout adolescence girls and boys react differently to learning processes that must be controlled independently (Marcenaro-Gutierrez, Lopez-Agudo, & Ropero-Garcia, 2017). When self-directed learning is introduced in a school context, teacher support plays an important role because, for example, they can direct individual feedback based on each student's already existing physiological and psychological state and abilities. Teachers can also offer assistance in overcoming insecurities in how to act or impulses when applying controlling and learning activities while also compensating for existing insecurities and deficits (Bolhuis & Voeten, 2004). However, there is still little known about the grade and gender-based effects of self-directed learning and the role of teacher support (Usher & Schunk, 2018).