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Journal article
The moderating effects of emotions on cognitive skills
Journal of Further and Higher Education, Vol.42(5), pp.694-707
2018
Abstract
An important challenge in higher education today is the growing tutor–student ratio that diminishes the ‘human touch’. As learning and teaching ultimately form an interpersonal process, this will lead to student discontent and impact on their learning. Whilst there is little that teaching practitioners can do in terms of the growing student numbers they have to tutor, they may however influence student learning by enhancing their positive emotions. This study examines the importance of emotions in improving cognitive skills and how they interact with knowledge and reflection. This research contributes to theory by examining the role of emotions as a moderating factor in the learning process. Our findings reveal that emotions moderate the direct relationship between knowledge and cognitive skills, and the indirect relationship between knowledge and cognitive skills via reflection. The findings demonstrate the critical role that emotions play in student learning. Implications for theory and practice are discussed.
Details
- Title
- The moderating effects of emotions on cognitive skills
- Authors
- Mark Loon (Corresponding Author) - University of WorcesterRobin Bell - University of Worcester
- Publication details
- Journal of Further and Higher Education, Vol.42(5), pp.694-707
- Publisher
- Routledge
- Date published
- 2018
- DOI
- 10.1080/0309877X.2017.1311992
- ISSN
- 1469-9486; 0309-877X
- Organisation Unit
- School of Business and Creative Industries
- Language
- English
- Record Identifier
- 991066183602621
- Output Type
- Journal article
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