Relevant bibliographies by topics / Learning, motivation and emotion

Academic literature on the topic 'Learning, motivation and emotion'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Learning, motivation and emotion"

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Pavelescu, Liana Maria. "Motivation and emotion in the EFL learning experience of Romanian adolescent students: Two contrasting cases." Studies in Second Language Learning and Teaching 9, no. 1 (March 22, 2019): 55–82. http://dx.doi.org/10.14746/ssllt.2019.9.1.4.

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The aim of this study was to investigate the language learning motivation of two EFL teenage students in Romania and the link between motivation and the emotional dimensions of these adolescents’ learning experiences. While language learning motivation has been widely researched, its relationship with emotion in the learning experience has not been examined in depth thus far. To gain deep insight into this relationship, the present study used various qualitative methods: a written task, multiple semi-structured interviews with the students and their teachers, and prolonged lesson observation. The findings showed that the learners’ motivation and emotions were closely intertwined in their learning experiences in idiosyncratic ways. Mika (pseudonym) experienced the prevalent emotion of love of English and was a highly motivated learner. In her out-of-class learning experience, her motivation was linked to her emotions towards her favorite singer. In her classroom learning experience, her motivation was shaped by her teacher’s encouragement and support. Kate (pseudonym) did not reportedly experience a dominant emotion towards English and had a rather weak motivation. The absence of an expressed dominant emotion towards English was linked to her classroom learning experience before high school, namely to her teacher’s lack of encouragement, which hindered her motivation. By focusing on two contrasting cases of learners, this study has foregrounded the role of the emotional aspects of the language learning experience in shaping motivation, showing how strong positive emotions enhance and sustain motivation and how the lack of such emotions hinders motivation.
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Artino, Anthony R., and Jason M. Stephens. "Beyond Grades in Online Learning: Adaptive Profiles of Academic Self-Regulation Among Naval Academy Undergraduates." Journal of Advanced Academics 20, no. 4 (August 2009): 568–601. http://dx.doi.org/10.1177/1932202x0902000402.

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Educational psychologists have long known that students who are motivated to learn tend to experience greater academic success than their unmotivated counterparts. Using a social cognitive view of self-regulated learning as a theoretical framework, this study explored how motivational beliefs and negative achievement emotions are differentially configured among students in a self-paced online course. Additionally, this study examined how these different motivation-emotion configurations relate to various measures of academic success. Naval Academy undergraduates completed a survey that assessed their motivational beliefs (self-efficacy and task value); negative achievement emotions (boredom and frustration); and a collection of outcomes that included their use of self-regulated learning strategies (elaboration and metacognition), course satisfaction, continuing motivation, and final course grade. Students differed vastly in their configurations of course-related motivations and emotions. Moreover, students with more adaptive profiles (i.e., high motivational beliefs/low negative achievement emotions) exhibited higher mean scores on all five outcomes than their less-adaptive counterparts. Taken together, these findings suggest that online educators and instructional designers should take steps to account for motivational and emotional differences among students and attempt to create curricula and adopt instructional practices that promote self-efficacy and task value beliefs and mitigate feelings of boredom and frustration.
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MacIntyre, Peter D., and Laszlo Vincze. "Positive and negative emotions underlie motivation for L2 learning." Studies in Second Language Learning and Teaching 7, no. 1 (March 31, 2017): 61–88. http://dx.doi.org/10.14746/ssllt.2017.7.1.4.

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The role of basic emotions in SLA has been underestimated in both research and pedagogy. The present article examines 10 positive emotions (joy, gratitude, serenity, interest, hope, pride, amusement, inspiration, awe, and love) and 9 negative emotions (anger, contempt, disgust, embarrassment, guilt, hate, sadness, feeling scared, and being stressed). The emotions are correlated with core variables chosen from three well-known models of L2 motivation: Gardner’s integrative motive, Clément’s social-contextual model, and Dörnyei’s L2 self system. Respondents came from Italian secondary schools, and most participants were from monolingual Italian speaking homes. They described their motivation and emotion with respect to learning German in a region of Italy (South Tyrol) that features high levels of contact between Italians and Germans. Results show that positive emotions are consistently and strongly correlated with motivation-related variables. Correlations involving negative emotions are weaker and less consistently implicated in motivation. The positivity ratio, that is, the relative prevalence of positive over negative emotion, showed strong correlations with all of the motivation constructs. Regression analysis supports the conclusion that a variety of emotions, not just one or two key ones, are implicated in L2 motivation processes in this high-contact context.
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Adams, Aubrie, and Weimin Toh. "Student Emotion in Mediated Learning: Comparing a Text, Video, and Video Game." Electronic Journal of e-Learning 19, no. 6 (December 16, 2021): pp575–587. http://dx.doi.org/10.34190/ejel.19.6.2546.

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Although serious games are generally praised by scholars for their potential to enhance teaching and e-learning practices, more empirical evidence is needed to support these accolades. Existing research in this area tends to show that gamified teaching experiences do contribute to significant effects to improve student cognitive, motivational, and behavioural learning outcomes, but these effects are usually small. In addition, less research examines how different types of mediated learning tools compare to one another in influencing student outcomes associated with learning and motivation. As such, a question can be asked in this area: how do video games compare to other types of mediated tools, such as videos or texts, in influencing student emotion outcomes? This study used an experimental design (N = 153) to examine the influence of different types of mass media modalities (text, video, and video game) on college students’ emotions in a mediated learning context. Research examining the impact of video games on instruction has begun to grow, but few studies appropriately acknowledge the nuanced differences between media tools in comparison to one another. Using a media-attributes approach as a lens, this study first compared these mediated tools along the attributional dimensions of textuality, channel, interactivity, and control. This study next tested the impact of each media type on thirteen emotion outcomes. Results showed that six emotion outcomes did not indicate differences between groups (fear, guilt, sadness, shyness, serenity, and general negative emotions). However, six of the tested emotion outcomes did indicate differences between groups with students experiencing higher levels of emotional arousal in both the text and video game conditions (in comparison to the video condition) for the emotions of joviality, self-assurance, attentiveness, surprise, hostility, and general positive emotions. Lastly, students also felt less fatigue in the video game condition. Overall, implications for e-learning suggest that when a message’s content is held constant, both video games and texts may be better in inducing emotional intensity and reducing fatigue than videos alone, which could enhance motivation to learn when teaching is mediated by technology.
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Pyrev, E. A. "Motivational Function of Emotions: Experimental Approach to Study (continued)." Вестник практической психологии образования 16, no. 3 (2019): 83–93. http://dx.doi.org/10.17759/bppe.2019160305.

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The article presents an experimental study of human emotional motivation. Practical aspects of emotional motivation are considered on the example of educational and professional activities of university students. Emotion as an unconscious motive induces unintended actions of university students against different aspects of educational and professional activities. The practical part of the study was implemented by the author’s methodology “Test of Color Associations”. In terms of content and performance, the test meets the main provisions of the theoretical content of the stated topic. The experimental study identified four groups of emotions, reflecting their specific motivational capabilities, manifested in negative and positive unintended actions towards learning. Experimentally identified “creative emotions” (joy and interest), “emotions overcoming obstacles” (anger), “emotions that save energy” (pleasure, indifference), “emotions that destroy relationships” (fear, sadness, disgust).
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Wirth, Lina, Poldi Kuhl, and Timo Ehmke. "Relationships Between Language-Related Variations in Text Tasks, Reading Comprehension, and Students’ Motivation and Emotions: A Systematic Review." Journal of Language and Education 8, no. 2 (June 30, 2022): 179–91. http://dx.doi.org/10.17323/jle.2022.13572.

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Background. There is consensus in research that students' motivation and emotions are important for learning and achievement processes in the educational context, as are language competencies that, related to the demands of academic language, enable participation in education. However, the interrelationships between these aspects have hardly been empirically investigated in depth. Purpose and Methods. This systematic review addresses this research need, and aims to synthesise the existing evidence on the interrelationship between motivational/emotional and language-related variables. First, the relationship between learners’ motivation and emotions, and their language competencies is considered. Second, findings on how motivation and emotion depend on language-related factors are compiled. Results. A systematic data search conducted for this purpose yields seven studies. Five studies relate to the first concern, and confirm the effects of motivational and emotional variables on reading comprehension. Emotions, in particular, emerge as strong predictors. Two studies relate to the second concern, and report significant effects of language-related variations in text tasks on students’ motivation; however, neither study considers emotions. Implications. The findings are used to derive implications for language design in the educational context and identify important research gaps.
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Rafikova, Antonina S. "Socio-emotional regulation in collaborative learning: studies review." Psychological-Pedagogical Journal GAUDEAMUS, no. 2 (2022): 25–34. http://dx.doi.org/10.20310/1810-231x-2022-21-2-25-34.

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We analyze studies on socio-emotional regulation in collaborative learning. The features and advantages of collaborative learning are described. We consider The role of academic emotions in the learning process. The emotional background plays an important role in the learning process in general and collaborative learning in particular. Students often experience problems in the emotional sphere during learning process, for the solution of which they use the strategy of “emotion suppression”. In this context, social-emotional interaction plays an important role in the learning process. Positive social and emotional interaction contributes to increased motivation, harmonious functioning of the group and greater involvement in the learning process. Negative socio-emotional interaction creates difficulties for the process of group learning and is realized in directive forms of social regulation. The N.G. Lobczowski’s model describes the process of formation and regulation of emotions in the process of collaborative learning. According to this model, emotion formation spans the first four stages (context, stimulus event, appraisal, and emotional response) leading to the regulation. An important aspect of the socio-emotional interaction is the socio-emotional discourse. To create positive social and emotional conditions for learning, it is important to show interest in other members of the group, express social responsiveness, positively assess the progress in completing the task and the actions of group members, and express mutual support between participants. Solving problems and conflicts between group members is necessary to maintain a sense of cohesion among group members. The solution of the problems associated with the socio-emotional interaction requires the socio-emotional regulation, that is, responding to the manifestation of emotions in the group, solving the problems of the group and supporting positive interaction between group members. Students can apply behavioral, interpersonal, cognitive, motivational and motivational-cognitive socioemotional regulation strategies.
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Δημητροπούλου, Παναγιώτα, Διαμάντω Φιλιππάτου, Ελισάβετ Χρυσοχόου, Πέτρος Ρούσσος, Ασημίνα Μ. Ράλλη, Κλεοπάτρα Διακογιώργη, Αθηνά Οικονόμου, and Ανθή Γρίβα. "Ακαδημαϊκά συναισθήματα και κίνητρα για την ανάγνωση: προκαταρκτικά ευρήματα για την ανάπτυξη και τις μεταξύ τους σχέσεις στην παιδική ηλικία και την προεφηβεία." Psychology: the Journal of the Hellenic Psychological Society 26, no. 1 (March 24, 2021): 73. http://dx.doi.org/10.12681/psy_hps.26227.

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In recent years, there is an increased interest in exploring psycho-emotional dimensions of learning. Scholars emphasize the important roles of emotion and motivation, in parallel to cognitive functions, in facilitating performance and achievement at school. Within this framework, the present study aimed at offering preliminary findings regarding reading-related academic emotions and motivation in the middle childhood and pre-adolescence years; relevant evidence in the Greek context remains scarce. The sample consisted of students attending the 3rd (Ν = 85) and 5th (Ν = 76) grades of elementary school. Participants completed (a) the Achievement Emotions Questionnaire – Elementary School, (b) the Achievement Emotions – Questionnaire for Pre-adolescence, (c) the Motivation for Reading Questionnaire as well as (d) the Self-Regulation Questionnaire – Reading Motivation. The analyses revealed a decrease of motivation for pre-adolescents regarding reading in academic or recreational contexts. As far as academic emotions are concerned, the positive emotion of enjoyment for reading also decreased as a function of age. Furthermore, positive emotions were positively related with internal motives in contrast to negative emotions, which also correlated positively yet with external motives. The discussion section highlights the need for continuing this line of research, which could eventually inform the development of age-appropriate interventions in schools, aiming to boost autonomous motivation and positive affect connected with learning.
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Wang, Mengke, and Zengzhao Chen. "Laugh before You Study: Does Watching Funny Videos before Study Facilitate Learning?" International Journal of Environmental Research and Public Health 19, no. 8 (April 7, 2022): 4434. http://dx.doi.org/10.3390/ijerph19084434.

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Emotions exist widely in the entire process of learning and affect students’ motivation as well as academic performance. In multimedia learning, academics usually focus on the impact of teachers’ emotions or the emotional design of multimedia learning materials on students’ emotions and learning results. Few studies have investigated how to enhance learning by regulating students’ pre-learning emotions. This study focused on whether playing funny videos before learning could promote students’ positive emotions to enhance their motivation, satisfaction, and learning outcomes. We randomly divided 81 elementary school students into two groups: experimental group and control group. While the experimental group watched funny video clips, the control group watched neutral video clips before starting the video learning. The experimental group had more positive pre-learning emotions than the control group. After the course, the emotion of the experimental group declined while that of the control group enhanced. However, positive pre-learning emotions still promoted students’ understanding and transfer of learning materials. Moreover, no significant differences were observed between the two groups in learning motivation, satisfaction, and retention tests. Furthermore, this paper analyzed the causes of the experimental results and discussed the insights for teaching.
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Lemoine, Elizabeth R., Janelle S. Nassim, Jasmine Rana, and Susan Burgin. "Teaching & Learning Tips 4: Motivation and emotion in learning." International Journal of Dermatology 57, no. 2 (January 13, 2018): 233–36. http://dx.doi.org/10.1111/ijd.13715.

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Dissertations / Theses on the topic "Learning, motivation and emotion"

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Waninge, Freerkien. "Emotion and motivation in language learning." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/47639/.

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This thesis investigates the interaction of emotion and motivation in language learning. By means of three independent research studies, I analyse the interaction of affective, motivational, and cognitive factors as they appear in relation to the context of a classroom. Rather than studying motivation, affect, or cognition in relative isolation in terms of their impact on language development, I argue that it is worthwhile to study the amalgams formed by these three forces by means of a dynamic systems–based research methodology. The research methodology employed for the first research study is primarily based on the concept of attractor states: salient and relatively stable states of a dynamic system. I demonstrate the existence of four main classroom states: interest, boredom, neutral attention, and anxiety. The factors forming the attractor basin for these states are cognitive, affective, motivational, and contextual in nature. This indicates that affect and motivation have an impact on language learners via the state they produce through their interaction with cognitive and contextual factors. In the second research study of this thesis, I analyse the self-regulation and perseverance of ten language learners from various backgrounds. I argue that a learner’s attractor basin produces a stronger and more positive attractor when there are strong motivational elements present, such as a well thought-out goal orientation. Although other factors may diminish in strength due, for example, to a new teacher with whom the learner does not get along, or a new topic that is no longer enjoyable, a well-defined and sufficiently internalised goal orientation can be the key to successful self-regulation and, ultimately, greater success in learning the target language. In the final research study, I demonstrate that the factors that contribute to the construction of the aforementioned state in the classroom are different for younger and older learners. For older learners, the motivational element plays a significantly more prominent part, while for younger learners the affective, cognitive, and contextual elements are more important. Furthermore, the older learners have the ability to analyse and deconstruct their classroom state, while this is not the case for younger learners. Instead, the experience of the classroom for younger learners is made up of an indistinguishable combination of affective, cognitive, and contextual elements, which combine into an overall feeling of “I like it” or “It is difficult”. Although this can result in the impression that a young learner’s state is determined entirely by affective elements, this is not, in fact, the case; rather, these states are most likely a combination of affective, cognitive, and contextual elements.
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Jones, Amy Lynn. "Emotional factors in history learning via digital history narrative creation." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3473.

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This study investigated the potentialities of student produced digital narratives in the context of a secondary history classroom. Using qualitative mixed methods, I employed think-aloud observations, interviews, nonparticipant observations and document collection with 14 high school freshmen as they completed digital history narratives, i.e., historical documentaries, as a requirement of their United States history course. The study found that components of digital history narrative creation evoked strong emotions in secondary high school students. Specifically, working with historical imagery and through a technological medium, study participants showed observable, activity-related achievement emotions; emotions that further resulted in increased motivation towards the successful completion of an original history product. The findings provide evidence that the use of technology and historical imagery possess potential to enhance the emotional quality of students' experience in the history classroom, and furthermore, that certain achievement emotions result in an increase in student motivation.
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Méndez, López Mariza Guadalupe. "Emotion and language learning : an exploration of experience and motivation in a Mexican university context." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/13175/.

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Although there have been numerous studies on motivation in foreign language learning and on emotions in general education, little research in foreign language learning have focused on the relation between motivation and learners' emotions (Maclntyre, 2002), as this shift to the affective side of motivation has only recently been suggested. Thus, this study aims to contribute to the body of knowledge on how foreign language learning motivation is shaped by emotional experiences. In order to gain a better understanding of the emotional experiences originating during classroom instruction and their impact on foreign language learners' motivation, I carried out a qualitative study focusing on 18 students in an ELT programme in a Southeast Mexican university. Data was gathered through personal narratives, an Emotional Reactions Journal and semi-structured interviews. Analysis and interpretation of findings was done using a Grounded Theory approach in order to focus on the views of the participants themselves. Findings reveal the pervasive influence of emotional reactions on foreign language learners' motivation. Emotions, whether negative or positive, impact not only negatively but also positively. Emotional reactions reported by participants mainly originated from teachers' interpersonal skills and the classroom environment. Although participants in this study reported more negative than positive affective experiences, the outcomes of these experiences were positive. The Mexican socio-economic context played a crucial role in helping students transform negative experiences into learning and motivational strategies which proved to be beneficial, not only for their learning processes, but also for their personal development. The study highlights the crucial role language learners' emotional experiences have on their motivational behaviour and the significant influence teachers have on this. Recommendations for language teachers are offered so they can help foreign language learners minimise the negative impact of emotional experiences on their learning process, and promote positive emotions conducive to learning and energising learners' motivation.
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LANDRETH, ANTHONY WILLIAM. "FAR BEYOND DRIVEN: ON THE NEURAL MECHANISMS OF MOTIVATION." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196094476.

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Järvenoja, H. (Hanna). "Socially shared regulation of motivation and emotions in collaborative learning." Doctoral thesis, Oulun yliopisto, 2010. http://urn.fi/urn:isbn:9789514263309.

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Abstract This study focuses on motivation and emotions in collaborative learning. The aim is to investigate the kinds of socio-emotional challenges learners experience during learning processes, and to examine how motivation and emotions are regulated during challenging situations, in order to develop appropriate methods of identifying socially shared regulation of emotions from situated, real life data. The study includes the development and implementation of an instrument that collects data regarding learners’ situation-specific interpretations of their socio-emotional experiences, as well as analyses of the data derived from two different data collections. The first empirical data set is composed of elementary school students’ interviews and video-observations. The second data set includes higher education students’ self-reports, video-observations, and interviews. The analyses combine different data sources and qualitative and descriptive quantitative methods in order to create a comprehensive understanding of the regulation of motivation and emotions in collaborative learning situations. A lack of instruments that gather data of learners’ situation-specific, real-life experiences has been evident in motivation and self-regulated learning research, where static, general self-report measures have been dominant. In this study, the results from the first empirical data collection are implemented in the development of an AIRE (Adaptive Instrument for Regulation of Emotions) instrument. The AIRE collects situation-specific data dealing with learners. experienced socio-emotional challenges and their regulation within a group. The second empirical data collection of this study employs the AIRE instrument as a method. In social learning situations, learners’ can experience a variety of emotions that influence learning. The results of this study show that students can regulate their emotions in order to maintain a goal-oriented learning process. Furthermore, the results indicate that group members can regulate emotions and motivation together within the group. This socially shared regulation is distinct from self-regulation as well as from co-regulation, where development of self-regulation is supported by others, or where group members regulate their own learning processes in parallel with each other
Tiivistelmä Tämä tutkimus tarkastelee motivaation ja emootion ilmentymistä yhteisöllisessä oppimisessa. Tavoitteena on selvittää, millaisia sosio-emotionaalisia haasteita oppijat kohtaavat oppimisprosessin aikana ja miten motivaatiota ja emotionaalisia tuntemuksia säädellään näissä tilanteissa. Lisäksi tavoitteena on löytää ja kehittää tilannekohtaisia analysointimenetelmiä erityisesti sosiaalisesti jaetun emootion säätelyn tutkimiseksi. Tutkimus koostuu oppijoiden tilannesidonnaisia sosio-emotionaalisia tulkintoja keräävän instrumentin kehittelystä sekä kahdesta empiirisestä tutkimusaineistosta. Ensimmäinen tutkimusaineisto koostuu peruskoulun oppilaiden haastatteluista ja videoidusta työskentelystä. Toinen tutkimusaineisto sisältää korkeakouluopiskelijoiden kyselyaineistoa, videoitua työskentelyä ja haastatteluita. Kokonaisvaltaisen ymmärryksen luomiseksi aineiston analyysissä yhdistetään näitä erityyppisiä aineistoja ja kuvailevaa kvantitatiivista analyysiä käytetään tukemaan kvalitatiivisia tulkintoja. Itsesäädellyn oppimisen tutkimuksessa on ollut nähtävillä tarve löytää metodisia ratkaisuja, joiden avulla voidaan kerätä aineistoa yksilöiden vaihtelevista kokemuksista todellisissa oppimistilanteissa. Aikaisemmin pääpaino on ollut staattisissa, yksilöiden yleisiä käsityksiä mittaavien aineistojen analyysissä. Tässä tutkimuksessa ensimmäisen tutkimusaineiston tuloksia hyödynnetään AIRE (Adaptive Instrument for Regulation of Emotions) -instrumentin kehittelyssä. AIRE kerää tilannekohtaista tietoa sosio-emotionaalisten haasteiden kokemuksista ja näihin liittyvästä ryhmässä tapahtuvasta emootioiden säätelystä. AIRE:a käytetään toisen tutkimusaineiston yhtenä keruuvälineenä. Sosiaalisten oppimistilanteiden aikana oppijoissa herää erilaisia tuntemuksia, jotka vaikuttavat oppimistilanteeseen. Tämän tutkimuksen tulokset osoittavat, että oppijat voivat säädellä emotionaalisia tuntemuksia ylläpitääkseen tavoitesuuntautunutta opiskelua. Tulosten perusteella voidaan todeta, että yhteisöllisen oppimisen tilanteissa ryhmän jäsenet voivat yhdessä kontrolloida motivationaalisia ja sosio-emotionaalisia haasteita. Tämä sosiaalisesti jaettu emootioiden säätely (socially shared regulation) eroaa itsesäätelystä sekä yhdessä säätelemisestä (co-regulation), jossa tuetaan yksilön kehittymistä itsesäätöiseksi oppijaksi tai jossa ryhmän jäsenet säätelevät kukin rinnakkain omaa toimintaansa
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Xiong, Junmei. "Affective aspects of learning adolescents' self-concept, achievement values, emotions, and motivation in learning mathematics." Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2008. http://d-nb.info/994958730/04.

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Shen, E. "The effects of agent emotional support and cognitive motivational messages on math anxiety, learning, and motivation." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-04302009-233640/.

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Thesis (Ph. D.)--Florida State University, 2009.
Advisor: John Keller, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed on Oct. 13, 2009). Document formatted into pages; contains ix, 127 pages. Includes bibliographical references.
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Simpson, Leon Mark. "The emotional landscape of working in a learning disability service." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10615.

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Aims: The UK policy documents ‘Valuing people’ (DOH, 2001) and ‘Valuing people now’ (DOH, 2009) presaged a new direction in learning disability services: towards a human-rights model of care with the underlying principles of rights, choice, inclusion, freedom and independence. However, despite such legislative changes, a recent review (DOH, 2008a) candidly described that people with learning disabilities have greater need for healthcare than other people, yet have worse access to the care that they actually need and poorer health outcomes. Whilst some research has explored this from the perspective of people with learning disability (Jones & Donati, 2009; Jones & Parry, 2008) there is significantly less from the perspective of support workers. This research seeks to examine the emotional and psychological experience of support workers in learning disability services. Although research has explored the experience of support workers from the perspectives of ‘stress’ and ‘burnout’, there is a dearth of research in areas such as emotions, sense-making, their constructing of systems, relationships and their underlying motivations. Method: Semi-structured interviews were carried out with seven support workers from three learning disability care homes. Verbatim transcripts of interviews were then analysed using Interpretative Phenomenological Analysis (IPA). Results: The analysis produced two superordinate themes, both with two main themes. The superordinate theme ‘Emotional Motivation’ had the main themes ‘Personal Fulfilment and motivation’ and ‘The Emotional Struggle’. The superordinate theme ‘Demands and Coping’ had the main themes ‘Safety and Conflict within Coping’ and ‘Persecution and Protective Positions’. Implications: This research suggests that the support worker role may evoke strong feelings of pleasure but also powerlessness, blame, deficit, injustice, responsibility and anger. Support workers seem to manage these emotions in various ways: such as compensating by striving to be the ‘ideal’ carer, protecting themselves by avoiding and not elaborating on difficulties, and also projecting their difficulties onto others. Problematically, this may reinforce a work culture in which no individual actually takes responsibility for the ongoing difficulties, conflict and struggles. Thus, political and legislative changes may be negated or ineffective unless addressed within the context of this dynamic; namely, the value, emotional and meaning systems within services, i.e. the nature of the relationship between the support worker and resident. Indeed, paid staff are often the only meaningful relationship that people with learning disability have in their lives. Such findings are discussed in light of existing theory, research and practice.
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Okwor, Festus Amechi. "Motivation for learning as the key to success of foreign students in Ukraine." Thesis, НТУ "ХПІ", 2014. http://repository.kpi.kharkov.ua/handle/KhPI-Press/8440.

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Silva, Vanessa Martini da. "O ensino por investigação e seu impacto na aprendizagem de alunos do ensino médio de uma escola pública brasileira." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/104834.

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As escolas de ensino médio vem mantendo um ensino de Biologia de forma bastante teórica e pouco ligada a realidade do mundo que cerca o aluno. Atualmente espera-se que um aluno que saia do ensino médio atuando com autonomia, lidando com as informações e fazendo uso dos conhecimentos adquiridos na escola, como já é esclarecido nos Parâmetros Curriculares Nacionais (PCNs). Assim, usar metodologias que envolvam o Ensino de Biologia baseado na investigação pode dar ao aluno uma nova forma de pensar, uma oportunidade de construir o próprio conhecimento. Na educação baseada na investigação, existem três fatores de extrema importância a serem investigados: a motivação dos alunos em aprenderem e participarem das mais diversas atividades em aula, a emoção despertada nos alunos em relação às aulas e ao ambiente da escola e a ideia e concepção de Ciência que eles desenvolvem ao longo do seu período escolar. Esta dissertação relata um estudo onde foram utilizadas escalas para avaliar a emoção e a motivação dos alunos, além de um questionário que avaliou a concepção de Ciências deles, antes e depois da realização de atividades que envolviam o ensino por investigação. Em um primeiro momento, os dados gerados mostraram que havia pouca variação na emoção e motivação dos alunos antes e depois das atividades investigativas, porém, em relação à concepção de Ciências deles, a mudança foi surpreendente. Em um segundo momento foram analisados os discursos dos alunos ao longo do desenvolvimento das atividades investigativas, dessa análise apresentou-se dados que através de referenciais teóricos ligados a aprendizagem significativa demonstraram a relevância do uso de atividades que envolvam investigação na sala de aula. Assim, investigar a interferência do uso de metodologias que envolvam o ensino baseado na investigação na motivação, na emoção e na concepção de Ciência dos alunos do ensino médio, destaca a importância de estudos em ambientes educativos não tradicionais, que privilegiam oportunidades para que os alunos desenvolvam entendimento, expressem suas emoções, e que possam construir significado a partir de aplicações no mundo real.
The high school has maintained a teaching of Biology fairly theoretical and somewhat connected to reality of the world that surrounds the students. Currently it is expected that a student coming out of high school acting with autonomy, dealing with information and making use of the knowledge acquired in school, as is made clear in National Curricular Parameters (PCN). Thus, using methodologies that involve the inquiry-based learning can give the student a new way of thinking, an opportunity to build their own knowledge. In inquiry-based education, there are three very important factors to be investigated: motivation of students to learn and participate in various activities in the classroom, the emotion aroused in students in relation to school and the school environment and the idea and design of science they develop throughout their school years. This paper reports a study which scales to assess the excitement and motivation of students were used, plus a questionnaire that assessed the concept of Science of them before and after the completion of activities involving inquiry-based learning. At first, the data generated showed that there was little variation in emotion and motivation of students before and after the investigative activities, however, on the concept of Science of them, the change was amazing. In a second step the speeches of the students were analyzed during the development of investigative activities, this analysis presented data through theoretical frameworks linked to meaningful learning demonstrated the relevance of using activities involving research in the classroom. Thus, to investigate the interference of methodologies involving inquiry-based learning in motivation, emotion and concept of Science of high school students, highlights the importance of studies in none-traditional educational environments that emphasize opportunities for students develop understanding, express emotions, and they can construct meaning from realworld applications.
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Books on the topic "Learning, motivation and emotion"

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Xiong, Junmei. Affective aspects of learning: Adolescents' self-concept, achievement values, emotions, and motivation in learning mathematics. Frankfurt am Main: Lang, 2009.

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Germeroth, Carrie. Self-regulated learning for academic success: How do i help students manage their thoughts, behaviors, and emotions? Alexandria, VA: ASCD, 2013.

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Motivation and emotion. London: Routledge, 1989.

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Brandstätter, Veronika, Julia Schüler, Rosa Maria Puca, and Ljubica Lozo. Motivation und Emotion. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56685-5.

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Brandstätter, Veronika, Julia Schüler, Rosa Maria Puca, and Ljubica Lozo. Motivation und Emotion. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-30150-6.

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1958-, Parkinson Brian, and Colman Andrew M, eds. Emotion and motivation. London: Longman, 1995.

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Buck, Ross. Human motivation and emotion. 2nd ed. London: Wiley, 1988.

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Reeve, Johnmarshall. Understanding motivation and emotion. 3rd ed. Fort Worth, TX: Harcourt College Publishers, 2000.

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Reeve, Johnmarshall. Understanding motivation and emotion. 2nd ed. Fort Worth, TX: Harcourt Brace College Publishers, 1997.

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T, Spence Janet, Izard Carroll E. 1923-, and International Union of Psychological Science., eds. Motivation, emotion, and personality. Amsterdam: North-Holland, 1985.

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Book chapters on the topic "Learning, motivation and emotion"

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Sequeira, Pedro, Francisco S. Melo, and Ana Paiva. "Emotion-Based Intrinsic Motivation for Reinforcement Learning Agents." In Affective Computing and Intelligent Interaction, 326–36. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24600-5_36.

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MacIntyre, Peter D. "3. Motivation, anxiety and emotion in second language acquisition." In Language Learning & Language Teaching, 45–68. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.2.05mac.

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Waninge, Frea. "14. Motivation, Emotion and Cognition: Attractor States in the Classroom." In Motivational Dynamics in Language Learning, edited by Zoltán Dörnyei, Peter D. MacIntyre, and Alastair Henry, 195–213. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092574-016.

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MacIntyre, Peter D., Jessica Ross, and Richard Clément. "Emotions Are Motivating." In The Palgrave Handbook of Motivation for Language Learning, 183–202. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28380-3_9.

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Seli, Helena, and Myron H. Dembo. "Self-Regulation of Emotions." In Motivation and Learning Strategies for College Success, 89–106. Sixth Edition. | New York: Routledge, 2020. | Fifth edition published by Routledge in 2016, with Myron H. Dembo as principal author. | “First edition published by Lawrence Erlbaum Associates 2000”–T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9780429400711-7.

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Kim, ChanMin, and Reinhard Pekrun. "Emotions and Motivation in Learning and Performance." In Handbook of Research on Educational Communications and Technology, 65–75. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_6.

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Klauser, Fritz, and Juliana Schlicht. "Assessing the Value of Knowledge, Skills, Attitudes, Motivation and Emotion from a Pedagogical and an Economic Perspective." In From Diagnostics to Learning Success, 85–98. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-191-7_7.

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Hu, Ruonan, Junjie Shang, and Qi Xia. "A Study of Primary School Pupils’ Motivation, Emotional Intelligence and Attentional Control Ability." In Blended Learning: Educational Innovation for Personalized Learning, 327–38. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21562-0_27.

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Albert, Ágnes. "The Trait Questionnaire Study: Examining Learners’ Motivation, Emotions, and Self-Efficacy Beliefs." In Second Language Learning and Teaching, 65–90. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-20221-6_5.

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Ovesleová, Hana. "User-Interface Supporting Learners’ Motivation and Emotion: A Case for Innovation in Learning Management Systems." In Design, User Experience, and Usability: Novel User Experiences, 67–75. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40355-7_7.

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Conference papers on the topic "Learning, motivation and emotion"

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Shin, Youngjoon, Hae-Ae Seo, and Jun-Euy Hong. "DEVELOPMENT OF AN ASSESSMENT TOOL FOR POSITIVE EXPERIENCES ABOUT SCIENCE (PES)." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.211.

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This research aimed to develop an assessment tool for students’ Positive Experiences about Science (PES). A preliminary version of PSE was developed through literature review, consisting of academic emotion, self-concept, learning motivation, career aspiration, and attitude in science. A pilot test was conducted with 198 students and a main test was then conducted with 1,841 students. The PES test found to have good validity and reliability. There were significant (p<.05) differences by students’ grade, gender, and participation in science activities. Keywords: positive experiences about science (PES), science academic emotion, science-related self-concept, science-related motivation.
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Kim, Yong Se, Hyun Jin Cha, Tae Bok Yoon, and Jee-Hyoung Lee. "A Perspective Projection Tutoring System With Motivation Diagnosis and Planning." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-35432.

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Motivation is a paramount factor to student success. Although it is well known that the learner’s motivation and emotional state in educational contexts are very important, they have not been fully addressed in intelligent tutoring systems (ITS). In this paper, a method for integrated motivation diagnosis and motivational planning is described in a manner applied to an operable system. For the motivational diagnosis rules, three different channels of data (performance from interaction with the system, verbal communication, and feedbacks) are combined. For the motivational planning rules, four different strategies (different learning process, helps, different teaching strategies, and arousal questions or feedbacks) are combined. By applying the mechanisms, a tutoring system for the topic of perspective projection with motivation diagnosis and motivational planning on a multiagent system with fuzzy logic has been implemented.
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Besnard, Christine. "MOTIVATION IN FOREIGN LANGUAGE LEARNING: THE DYNAMIC INTERACTIONS OF MANY FACTORS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end113.

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As all educators know so well, motivation is one of the most, if not the most, challenging aspect of language learning and teaching that they must deal with in their classes. We are therefore presenting a review of the last 10 years’ literature on the major constituents of motivation, and on the intrinsic factors (anxiety, emotions, attitude, etc.) that have a deep impact on L2 learners’ motivation.
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Md Ninggal, Mohd Tajudin. "First Year Undergraduates’ Emotional Stability, Motivation, and Online Learning Skills during Covid-19 Pandemic." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7410.

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This main objective of the study was to examine the relationships between emotional stability, motivation, and online study skills among first-year undergraduate students who were engaged in online learning from their respective homes during the Covid-19 pandemic. A total of 159 students who were studying online from their respective homes from one public university in the east coast of Malaysia were selected in the study. They were selected through purposive sampling method and need to answer two sets of instruments, i) the Learner Personality Profile and ii) Online Learning Skill through an online survey. Both instruments consisted of 60 items and 30 items respectively and were measured based on a five-point Likert scales. The Learner Personality Profile scale was (1) Never, (2) Rarely, (3) Sometimes, (4) Very Often, and (5) Always responses, while the Online Learning Skill scale consisted of (1) Strongly Disagree, (2) Disagree, (3) Neither Agree nor Disagree, (4) agree, and (5) Strongly Agree responses. The findings of the study showed that both male and female students reported low levels of emotional stability scores (mean=2.20 and mean=2.19 respectively). However, female students reported higher level of motivation scores (mean=3.90) than male students’ scores (mean=3.61) based on a three-level range of mean scores (low=1.00 to 2.33, average=2.34 to 3.67, and high=3.68 to 5.00). Female students also reported higher level of online study skills scores (mean=3.90) than male students’ scores (mean=3.61). The correlation analyses showed significant relationships between online study skills and emotional stability, and between motivation and emotional stability. Interestingly, the study reported that the motivation variable did not act as a mediating factor in the relationship between online study skills and emotional stability based on the multiple-regression analysis.
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Lu, Cheng-Xiang, Zhi-Yuan Sun, Zhong-Zhi Shi, and Bao-Xiang Cao. "Using Emotions as Intrinsic Motivation to Accelerate Classic Reinforcement Learning." In 2016 International Conference on Information System and Artificial Intelligence (ISAI). IEEE, 2016. http://dx.doi.org/10.1109/isai.2016.0077.

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Sablić, Marija, Ana Mirosavljević, and Irena Labak. "Students’ Motivation in Natural Science Classes." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.50.

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The paper discusses motivation as an integral part of the learning process. It presents the interdependence of motivation, emotions, self-regulated learning, cognition, metacognition, critical and creative thinking, learning strategies, and teacher in the process of learning within the natural science field. We describe the characteristics of internal and external motivation significant for improving engagement in the natural science learning activities that leads to better learning achievements. A review of relevant research on the specifics of teaching natural science subjects is discussed in the context of motivation, i. e. the paper discusses the factors that motivate students for studying and succeeding in natural science subjects. Students’ interest in natural science subjects depends largely on the teacher, but also on a positive, supportive, and engaging learning environment. Due to teachers’ importance and numerous interrelationships in the entire learning process, they have a responsibility to motivate students, but also to motivate themselves for professional development in which they will improve their knowledge of factors that motivate students. The paper analyses which factors motivate students for optimal achievements in classes, for effective and active participation in the teaching process of natural science subjects, but also for developing a positive attitude towards the natural sciences.
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Koglbauer, Ioana. "Learning Style, Motivation, Emotional State And Workload Of High Performers." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.46.

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Abchiche-Mimouni, Nadia, Guillaume Hutzler, Beatrice Corbier, and Thierry Dessertaine. "The SYNERGY project: Emotional Intelligence to Improve Motivation and Learning." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028352.

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Schillaci, Guido, Alejandra Ciria, and Bruno Lara. "Tracking Emotions: Intrinsic Motivation Grounded on Multi - Level Prediction Error Dynamics." In 2020 Joint IEEE 10th International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob). IEEE, 2020. http://dx.doi.org/10.1109/icdl-epirob48136.2020.9278106.

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"Cloud-based Learning Environments: Investigating Learning Activities Experiences from Motivation, Usability and Emotional Perspective." In Working Session on Cloud Education Environments. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004451807090716.

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Reports on the topic "Learning, motivation and emotion"

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Maddox, W. T., and Arthur B. Markman. Modeling the Motivation-Learning Interface in Learning and Decision Making. Fort Belvoir, VA: Defense Technical Information Center, November 2009. http://dx.doi.org/10.21236/ada531596.

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Kondratenko, Larysa O., Hanna T. Samoylenko, Arnold E. Kiv, Anna V. Selivanova, Oleg I. Pursky, Tetyana O. Filimonova, and Iryna O. Buchatska. Computer simulation of processes that influence adolescent learning motivation. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4452.

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In order for the learning process to always retain personal value for the learner, it is necessary that his or her motivation be maintained through an awareness of his or her purpose and goals. This article presents a local model (at the individual object level) of enhancing external motivation, which give to determine students’ efforts to get rewards. The concept of this model based on describing the behavior of agents (in our case students). The characteristics of the phenomenon in the motivation of learning at different stages of adolescent development are analyzed. The problem of computer modeling of educational processes with the help of agent modeling on the example of studying student motivation is considered. Internal and external factors that may strengthen or weaken the adolescent’s motivation to study have been studied. The expediency of using information technologies of agent modeling to study the dynamics of strengthening or weakening student motivation is substantiated. Using the AnyLogic Cloud computing environment the change of dynamics of strengthening of motivation of teenagers on an example of model of strengthening of external motivation is defined.
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Milner, Scott D. Motivation in Adult Language Learning: Research Review and Navy Applications. Fort Belvoir, VA: Defense Technical Information Center, December 2011. http://dx.doi.org/10.21236/ad1019072.

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Idrisova, Zh V., S. Kh Alikhadzhiev, and M. V. Vagapova. INTERNET - TECHNOLOGIES IN THE ACTIVATION PROCESS LEARNING ACTIVITIES AND INCREASING MOTIVATION STUDENTS TO ACTIVE LEARNING. Ljournal, 2019. http://dx.doi.org/10.18411/5557-3645-6963-86778.

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Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4463.

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The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.
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Murry, Adam. Training "In a Good Way": Evaluating the Effect of a Culturally Responsive Pre-training Intervention on Learning and Motivation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2477.

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Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.
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Kolgatin, Oleksandr H., Larisa S. Kolgatina, Nadiia S. Ponomareva, and Ekaterina O. Shmeltser. Systematicity of students’ independent work in cloud learning environment. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3247.

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The paper deals with the problem of out-of-class students’ independent work in information and communication learning environment based on cloud technologies. Results of appropriate survey among students of pedagogical university are discussed. The students answered the questions about systematicity of their learning activity and propositions for its improving. It is determined that the leading problems are needs in more careful instruction according to features of the task completing, insufficient experience in self-management, the lack of internal motivation. Most of all, students recommend to provide the tasks with detail instruction (oral or written) and to pay attention to careful planning the time that is necessary for full completion of the task. It is pointed that such complicated requirements can be satisfied only by complex use of information and communication technologies as well as the automated system of pedagogical diagnostics. Some requirements for management of students’ out-of-classroom independent work are formulated as a result of this discussion.
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Bykova, Tatyana B., Mykola V. Ivashchenko, Darja A. Kassim, and Vasyl I. Kovalchuk. Blended learning in the context of digitalization. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4441.

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The realities of digitalization require changes in strategies for choosing educational technologies. The modern educational process is not possible without the use of digital technologies. Digital technologies have led to the arising and development of blended learning. However, its effectiveness is determined not only by technology. The human factor receives special attention in this direction. Analysis of the World Development Report 2016: Digital Dividends allows us to identify digital competence as a necessary condition for the successful use of digital technologies, and hence blended learning. Learning interactions designing in the process of implementing blended learning requires timely diagnosis of the level of digital competence. A popular tool for this is the Digital Competence Framework for Citizens. To clarify the peculiarities of its use was made an analysis of the experimental implementation results of blended learning in the industrial training in sewing for intended masters. During the research, it was revealed that the most important digital competence areas for the variable learning establishment in the training of future professionals are Information and data literacy, Communication and collaboration and Problem solving. In addition, competence for area Problem solving conduce to increase the level of competence for all other areas. The level of digital competence of the subjects mainly coincide to the characteristics of basic and secondary levels. The obtained data clarified the reasons for the difficulties, decrease motivation and cognitive activity that occur among students using distance courses-resources learning designed for blended learning. Thus, the use of the Digital Competence Framework for Citizens at the initial stage of implementing blended learning can make a rational choice of strategies for combining face-to-face and distance learning technologies.
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Tresnatri, Florischa Ayu, Asep Kurniawan, Daniel Suryadarma, Shintia Revina, and Niken Rarasati. Does Higher Parental Involvement Lead to Learning Gains? Experimental Evidence from Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/095.

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We study how information delivered by teachers to parents on students’ learning progress and guidelines for active involvement in children's education can improve learning outcomes. We conducted a randomized control trial experiment in 130 primary schools in Kebumen District, Central Java, Indonesia. The implementation of the intervention collided with the school closures due to the COVID-19 pandemic, adding to the significance of this intervention to help parents in undertaking learning from home. We find that the intervention increased parental involvement at home and communication with teachers. The information also improved parental demand to teachers which increased teachers’ motivation and support in students’ learning. However, the positive impacts on parents and teachers did not translate into improved student numeracy test scores. Further investigation revealed that parents' low capability to teach their children and the lack of right support given by teachers to students during learning from home hindered the impact on learning outcomes.
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