Exploring the Emotional Sequences of Aviation Trainees in a Simulated Flying Task

• In Event: Navigating Emotional Response and Self-Efficacy in a Simulated Training Environment

Abstract

This study examines the interactivity between variability in flying performance and emotions dynamics in 22 participants who performed a simulated flying task. Aircraft logfile data and facial expression data were recorded to assess performance and emotions, accordingly. K-cluster analyses grouped trainees using objective and instructors’ interpretations of performance. Lag sequential analyses showed different emotional patterns according to performance profiles. High-performers had more sequences between frustration-neutral, and surprise-neutral, showing more skill facing cognitive impasses by returning to equilibrium. Low-performers had more sequences between anxiety-surprise, and confusion-joy, being unproductive in monitoring cognitive impasses, resulting in less functional emotional patterns and poorer performance. Examining performance assessments and emotion variability in tandem by combining evaluations of technical and soft-skills has implications for aviation instruction.

Authors

• Alejandra Ruiz-Segura, McGill University

• Tingting Wang, Renmin University of China

• Ethan Churchill, McGill University

• Susanne P. Lajoie, McGill University