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The Moderating Effects of Emotions on Cognitive Skills

Loon, Mark and Bell, Robin ORCID: https://orcid.org/0000-0002-7325-4277 (2017) The Moderating Effects of Emotions on Cognitive Skills. Journal of Further and Higher Education, 42 (5). pp. 694-707. ISSN 0309-877X Online: 1469-9486

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Abstract

An important challenge in higher education today is the growing tutor -student ratio that diminishes the ‘human touch’. As learning and teaching is ultimately an interpersonal process, this will lead to student discontent and impact on the ir 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 emotion s in improving cognitive skills and how it interacts with knowledge and reflection. This
research contributes to theory by examining the role of emotions as a moderating factor in the
lear ning 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.

Item Type: Article
Additional Information:

Staff and students at the University of Worcester can access the full-text via the UW online library search. External users should check availability with their local library or Interlibrary Requests Service.

Uncontrolled Discrete Keywords: emotions, cognitive skills, knowledge, reflection, simulation games
Subjects: A General Works > AS Academies and learned societies (General)
H Social Sciences > HF Commerce
Divisions: College of Business, Psychology and Sport > Worcester Business School
Related URLs:
Depositing User: Mark Loon
Date Deposited: 15 Jul 2016 08:30
Last Modified: 17 Jun 2020 17:12
URI: https://eprints.worc.ac.uk/id/eprint/4661

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