Editing Learning emotions (section)

== '''Types of learning emotions''' ==
[[File:Valence x activation classification of learning relevant emotions.png|thumb]]
According to Russell <ref>Russell, J. A. (1978). Evidence of convergent validity on the dimensions of affect. ''Journal of Personality and Social Psychology, 36''(10), 1152–1168. <nowiki>https://doi.org/10.1037/0022-3514.36.10.1152</nowiki></ref>, the two most important dimensions to emotions for explaining variance in human affect are valence (pleasant/ positive, unpleasant/ negative) and activation (activating, deactivating).

=== Dimensions of emotions ===
In terms of valence, positive (i.e., pleasant) states, such as enjoyment and happiness, can be differentiated from negative (i.e., unpleasant) states, such as anger, anxiety, or boredom. With respect to activation, physiologically activating states differ from deactivating states, such as activating excitement versus deactivating relaxation.  <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>. 

=== Important learning emotions ===
According to Loderer et al (2020) <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>, the following groups of emotions are important with respect to learning:

# '''Achievement emotions'''  Pekrun et al <ref>Pekrun, R., & Linnenbrink-Garcia, L. (2014). Introduction to emotions in education. In ''International Handbook of Emotions in Education''. Taylor & Francis Group.</ref> define achievement emotions as “emotions that relate to activities or outcomes that are judged according to competence-related standards of quality.” Achievement emotions can be further classified as:[[File:Types of achievement emotions.png|thumb|454x454px]]Outcome emotions can include prospective emotions such as anxiety or hope regarding future activities or retrospective emotions, like guilt, pride, or shame relating to a past achievement. 
# '''Epistemic emotions'''Emotions can be caused by cognitive qualities and the processing of task information. <ref>Pekrun, R., & Linnenbrink-Garcia, L. (2014). Introduction to emotions in education. In ''International Handbook of Emotions in Education''. Taylor & Francis Group.</ref> A typical sequence of epistemic emotions induced by a cognitive problem may involve (1) surprise, (2) curiosity and situational interest if the surprise is not dissolved, (3) anxiety in case of severe incongruity and information that deeply disturbs existing cognitive schemas, (4) enjoyment and delight experienced when recombining information such that the problem gets solved, or (5) frustration when this seems not to be possible. <ref>D’Mello, S. K., & Graesser, A. C. (2014). Confusion. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 289–310). New York, NY: Taylor & Francis.</ref>
# '''Social emotions'''Emotions experienced concerning others or in social contexts are called social emotions. Social interactions tend to influence the interactions and engagement of the learner and the other members of their environment. For example, the feelings of envy or awe of others for their achievements. 
# '''Topic emotions'''Emotions elicited by the contents covered by the material to be learned are called topic emotions. For example, experiencing anxiety while studying mathematics or joy while playing a science simulation.