Loon, M and Bell, R (2017) 'The moderating effects of emotions on cognitive skills.' Journal of Further and Higher Education. ISSN 0309-877X
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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 |
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| Keywords: | emotions, cognitive skills, knowledge, reflection, simulation games |
| Divisions: | Bath Business School Chancelry and Research Management |
| Identification Number: | https://doi.org/10.1080/0309877X.2017.1311992 |
| Date Deposited: | 16 Jun 2017 15:06 |
| Last Modified: | 15 Aug 2021 09:46 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/9641 |
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