Enjoyed and Angry Students in a Boring Learning Setting: Effects on Learning Outcomes

• In Event: AERA Poster Session 8
  In Poster Session: Affective Influences on Learner Success

Abstract

In the present study, we tested a path model to examine the relationships between task-irrelevant enjoyment and anger experienced before learning and learning outcomes as well as the link between task-related boredom during learning and learning outcomes. We conducted an experimental study with undergraduates (N = 104) who were randomly assigned to either an experimental condition with enjoyment (n = 52) or anger (n = 52) induction and were asked to perform on a low control and low value task. Results showed that both task-irrelevant enjoyment (but not anger) before and task-related boredom during learning separately influence learning outcomes. Implications for theory and educational practice are discussed.

Authors

• Miriam Hansen, Goethe University

• Julia Mendzheritskaya, Goethe University

• Jasmin Schmidt-Stiebitz, Goethe University