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Emotions and Motivation in Learning and Performance

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Abstract

This chapter reviews theories and research on academic emotions and motivation that can be integrated into the processes of instructional design and development. First, we discuss the impact of emotions in learning and performance contexts. Second, we review theories describing how emotions occur. Third, we discuss how to optimize emotional experiences in learning and performance contexts and review several models and approaches that can be used in instructional design. Fourth, we review instruments and technologies measuring emotions and emotion regulation. We conclude the chapter by suggesting future research directions including reframing motivation research that considers emotions in the realm of educational communications and technology.

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Authors and Affiliations

  1. The University of Georgia, 850 College Station Road, Athens, GA, 30602, USA

    ChanMin Kim

  2. Department of Psychology, University of Munich, Leopoldstr. 13, 80802, München, Germany

    Reinhard Pekrun

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  1. ChanMin Kim
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  2. Reinhard Pekrun
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Correspondence to ChanMin Kim .

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Editors and Affiliations

  1. , Department of Learning Technologies, C, University of North Texas, North Elm 3940, Denton, 76207-7102, Texas, USA

    J. Michael Spector

  2. W. Sunset Blvd. 1812, St. George, 84770, Utah, USA

    M. David Merrill

  3. , Centr. Instructiepsychol.&-technologie, K.U. Leuven, Andreas Vesaliusstraat 2, Leuven, 3000, Belgium

    Jan Elen

  4. Research Drive, Iacocca A109 111, Bethlehem, 18015, Pennsylvania, USA

    M. J. Bishop

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Kim, C., Pekrun, R. (2014). Emotions and Motivation in Learning and Performance. In: Spector, J., Merrill, M., Elen, J., Bishop, M. (eds) Handbook of Research on Educational Communications and Technology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3185-5_6

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