The Impact of Emotions on Learning and Achievement: Towards a Theory of Cognitive/Motivational Mediators

Pekrun, Reinhard

doi:10.1111/j.1464-0597.1992.tb00712.x

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The Impact of Emotions on Learning and Achievement: Towards a Theory of Cognitive/Motivational Mediators

Author(s): Reinhard Pekrun

Publication date Created: October 1992

Publication date (Print): October 1992

Journal: Applied Psychology

Publisher: Wiley-Blackwell

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An attributional theory of achievement motivation and emotion.

Bernard Weiner (1985)

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Positive affect facilitates creative problem solving.

Alice Isen, Kimberly Daubman, Gary Nowicki (1987)

Four experiments indicated that positive affect, induced by means of seeing a few minutes of a comedy film or by means of receiving a small bag of candy, improved performance on two tasks that are generally regarded as requiring creative ingenuity: Duncker's (1945) candle task and M. T. Mednick, S. A. Mednick, and E. V. Mednick's (1964) Remote Associates Test. One condition in which negative affect was induced and two in which subjects engaged in physical exercise (intended to represent affectless arousal) failed to produce comparable improvements in creative performance. The influence of positive affect on creativity was discussed in terms of a broader theory of the impact of positive affect on cognitive organization.