The Role of Emotions in Learning: Are We Scaring Them Out of Their Wits? Saundra Y. McGuire, Ph.D. Assistant Vice Chancellor & Professor Chemistry Past Director, Center for Academic Success Louisiana State University

Reflection Question Have you ever experienced a situation in which fear (or nervousness) made you unable to do something you were actually capable of?

Anxiety reduces working memory* *Ashcraft, Mark H.; Kirk, Elizabeth P. The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, Vol 130(2), Jun 2001, Experimental Psychology **Chapman, Chris; Lane, Andrew; Brierley, John; Terry, Peter C. Anxiety, Self-Confidence, and Performance in Taekwondo. Perceptual and Motor Skills: Volume 85, Issue 3f, Dec 1997, Anxiety reduces self-confidence and performance**

The Physiology of Emotions

Amygdala: The physiological seat of emotions

Cortisol receptors are most prominent in the hippocampus Organizes factual information and sends to long term memory

The Role of Cortisol Stress increases cortisol production Cortisol diverts glucose to muscles Presence of cortisol decreases the glucose metabolism in the brain Increased cortisol results in temporary memory loss and impairment of long term memory

Ways to Create Positive Feelings and Reduce Anxiety Introduce engaging, fun activity if possible. Let students know that everyone can succeed Provide clear grading schemas and rubrics if possible Show the instructor’s human side Demonstrate an active interest in having every student succeed Emphasize the importance of effort, rather than prior preparation, in performance

Exploiting Learning Styles to Mitigate Anxiety

Learning Styles Influence how we take in information from the outside world Influence how we process information Influence how we interact with others Influence our motivation for learning different subjects Influence our frustration level with learning tasks

Brain Dominance Personality Modality Learning Style Diagnostics

Brain Dominance Left Brain vs. Right Brain –Right Brain: visual, intuitive, holistic, abstract, spatial and main ideas; use charts, maps, time lines, graphs, or visualization as study tools –Left Brain: verbal, logical, linear, concrete, time oriented, and details; use outlines, lecture notes, or the Cornell note taking format as study tools –Some students will be “balanced”

Personality Profile ExtrovertIntrovert SensingiNtuitive ThinkingFeeling JudgingPerceiving Modified Myers-Briggs

Modality (Sensory Preference) Visual: prefers pictures, symbols, charts, graphs, concept maps, etc. Aural or auditory: prefers hearing lectures, reading notes out loud, etc. Read/write: prefers flashcards, notes, lists, outlines, etc. Kinesthetic: prefers direct experience, mapping, charting, experiments, visualizing action, etc.

Learning Style Inventories Many others!

The Role of Confidence in Learning Students are more likely to attempt activities at which they feel confident they can be successful. Faculty can give students the confidence to try, and the strategies to succeed!

The Connection Between Emotions, Motivation, and Learning Positive emotions lead to increased motivation, which leads to increased learning, which leads to increased success, which results in positive emotions. Increased learning Increased success Positive emotions Increased motivation

Creating a Positive Emotional Experience for Students! Set up a debate or controversy Encourage collaborative or team learning and competition Provide affirming comments for student answers Use crazy/humorous analogies Others?

Strategies for Decreasing Anxiety and Increasing Motivation Get to know students personally— interests and abilities Build self-esteem by providing activities that will result in success Allow time for group work/discussion Use project based instruction Encourage students to explore Teach concrete learning strategies Others?

Effective Concrete Learning Strategies  Use SQ5R for reading assignments (survey, question, read, recite, review, wRite, reflect)  Test understanding by giving “mini lectures” on concepts  Always solve problems without looking at an example or the solution  Use the Study Cycle with Intense Study Sessions

4 Reflect 3 Revie w The Study Cycle 1 Set a Goal(1-2 min) Decide what you want to accomplish in your study session 2 Study with Focus(30-50 min) Interact with material- organize, concept map, summarize, process, re-read, fill-in notes, reflect, etc. 3 Reward Yourself(10-15 min) Take a break– call a friend, play a short game, get a snack 4 Review(5 min) Go over what you just studied *Intense Study Sessions Attend Review Study Attend class – GO TO CLASS! Answer and ask questions and take meaningful notes. Preview before class – Skim the chapter, note headings and boldface words, review summaries and chapter objectives, and come up with questions you’d like the lecture to answer for you. Review after class – As soon after class as possible, read notes, fill in gaps and note any questions. Assess your Learning – Periodically perform reality checks Am I using study methods that are effective? Do I understand the material enough to teach it to others? Preview Assess Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’. Intense Study Sessions* short study sessions per day Weekend Review – Read notes and material from the week to make connections

Mindset* is Important!  Fixed Intelligence Mindset Intelligence is a static You have a certain amount of it  Growth Intelligence Mindset Intelligence can be developed You can grow it with actions Dweck, Carol (2006) Mindset: The New Psychology of Success. New York: Random House Publishing

Mindset determines reactions to: Challenges – avoid vs. embrace Obstacles – give up easily vs. persist Tasks requiring effort – fruitless vs. path to mastery Criticism – ignore vs. learn from Success of Others – feel threatened by vs. find lessons and inspiration in

Concluding Points about Motivation* Motivation to learn is not fixed; nor, is motivation easily modified in the short term. A great deal of influence into student motivation (positive and negative) rests in teachers’ hands. Motivational incentives work effectively in optimal, not maximum doses; they reach a point of diminishing returns. Highly motivated students have better self images than less motivated students. *Hobson, 2001

Final Reflection Questions What is one thing that you have found to be effective in increasing student motivation in your course? What is one new thing you can do to increase student motivation in your course?

References Flavell, J. H., Metacognition and Cognitive monitoring: A New Area of Cognitive-developmental Inquiry. American Psychologist, 34 (10), ( ). Hobson, Eric (2001). Motivating Students to Learn in Large Classes. Unpublished manuscript. Nilson, Linda, Teaching at It’s Best: A Research-Based Resource for College Instructors. Bolton, MA: Anker Publishing Company.

References cont’d Raffini, James. (1996). 150 Ways to Increase Intrinsic Motivation in the Classroom. Allyn & Bacon. Zull, James (2004). The Art of Changing the Brain. Sterling, VA: Stylus Publishing.

Final Note Please visit the websites at and We have information and on-line workshops that will introduce you and your students to effective study strategies techniques. Please feel free to contact me at I wish you great success as you help your students achieve greater academic success! Saundra McGuire