Psychology of Affect 9
Having talked about self
regulation, we have seen that it is possible for our systems to be motivated by
some parameters in our environment; to control ourselves in a way that will
achieve our goals. In this process, one thing we are trying to do is to stop
the way we automatically react to some emotions. We want to control how we
react to some emotions. For example, a self regulating student may be inspired
to love mathematics even after failing to correctly solve a mathematical
problem. In order to do this, we apply the use of cognition to get a picture of
our experiences. We are also able to understand another way in which cognitive
is related to emotion by understanding the capacity of our emotions to direct
our cognitive sequences and capacities. An emotion of fear for example is
capable of ordering our attentiveness towards discouraging type of information.
Our capacity to concentrate is also birthed in part by our prevailing emotional
conditions. As we had seen earlier, our capacity to remember particular details
as well as events is a direct product of our concentration and attentiveness.
This in turn defines our cognition capacity.
The
relationship that has been explored therefore in conclusion illustrates a
relationship between the following parameters in particular: Cognition,
motivation and emotion. These aspects are hardly missed in any learning
environment. It comes at play in the classroom, when solving a mathematical
problem or when trying to understand a mathematical process among other
possible events. Emotion plays a very critical state in this relationship that
we have described. All learning experiences are composed of emotional
components that inter relate with motivation and cognition among other factors.
This emphasizes the importance of emotion in the process of mathematical
learning and development.
Conclusion
I began by
considering a general theory of learning; linking our emotion to general
earning. We have seen that man can be analyzed as a system that has several
characteristics enabling it, not only to achieve its goals, but also to
prioritize its goals and monitor the progress in achieving these goals. Emotion
therefore has evolved as an important component driven to an extent by the
monitoring mechanism. This approach was helpful, particularly because we need
to understand how learning in general occurs. As we learned later, a link to
general success and mathematical success has been observed. Moreover,
mathematics has embedded many areas of our lives that it is almost impossible
to view it in isolation. In the process, we established the important
relationship between memory and emotion. Moving on, we observed methods,
approaches and models that have been employed to study the role of emotion in
learning. The ability to self regulate ourselves emphasized the role of
motivation in mathematical learning, which has a relationship with its
cognitive and emotional sisters. In order to understand the role of emotion and
mathematical learning in a better way, there is a need to appropriately merge
the vast array of research in this field in a knowledgeable way, integrate
psychology and scientific tools in the study, and implement an exhaustive
research to develop satisfactory theories.
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