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The original question had to be edited down to one question. Please consider posting the other one on Bloom's Taxonomy separately because it is an intriguing one. That being said, the possible relationship between academic emotions and student achievement is a very profound one. In an age where so much of pedagogy is guided by standards and the need to display rigor in the academic context, research is beginning to emerge which displays a relationship between academic emotion and student achievement. Essentially, this research suggests that if students' emotional needs are nurtured in an academic context, there is a greater chance for students to demonstrate achievement in the classroom setting:
Compared to students who do not experience social and emotional learning programming, they improve significantly with respect to: 1. Achievement test scores and school grades, including an 11-percentile-point gain in academic achievement.
Research such as this indicates what many educators have known for decades. If students feel better about the setting in which they are immersed for academics, there is a greater chance for them to demonstrate academic achievement. The use of academic emotions and managing emotions in an academic context enables students to become more self- actualized and student achievement becomes more likely and more demonstrative. This helps to solidify a connection between academic emotion and student achievement.
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