Editing Learning emotions (section)

=== Emotions ===
Emotions are defined as multifaceted phenomena <ref>Shuman, V., & Scherer, K. (2014). Concepts and structures of emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 13–35). New York, NY: Taylor & Francis</ref> involving sets of coordinated psychological processes, including affective, cognitive, physiological, motivational, and expressive components <ref>Kleinginna, P. R., & Kleinginna, A. M. (1981). A categorized list of emotion definitions, with suggestions for a consensual definition. Motivation and Emotion, 5, 345–379</ref>.

Loderer et al <ref>Loderer, K., Pekrun, R., & Plass, J. (2020). Emotional foundations of game-based learning [Print]. In Handbook of Game-based Learning (pp. 113–114). ‎ The MIT Press.</ref> explain emotions as a person’s reactions to internal and external events and describe its components as:

# <u>Affective components</u> - subjective feelings (for example, positive appreciation connected to gratitude)
# <u>Cognitive components</u> - consisting of emotion-specific thoughts (e.g. confidence in one’s ability to solve a current problem)
# <u>Physiological component</u>s - supporting associated action (e.g. physiological activation for sadness)
# <u>Motivational components</u> - encompassing behavioral tendencies (e.g: tendencies to disengage during boredom)
# <u>Expressive components</u> - facial, postural, and vocal expression (e.g. speaking in a soft voice) <ref>Shuman, V., & Scherer, K. R. (2014). Concepts and structures of emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 13–35). Routledge/Taylor & Francis Group.</ref>