Comparison of Negative Nmotions and Positive Emotions Correlations with the Study Ability of Language of Students

Research Article
Open access

Comparison of Negative Nmotions and Positive Emotions Correlations with the Study Ability of Language of Students

Jingzhi Qin 1*
  • 1 Department of psychology, University of Miami, United States    
  • *corresponding author Jxq159@miami.edu
LNEP Vol.6
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-915371-37-9
ISBN (Online): 978-1-915371-38-6

Abstract

Past studies have shown a very general statement of the relationship between emotions and language learning. However, the differences relationships between positive emotions and negative emotions with learning ability remains unclear. This review paper is going to classify positive emotions and negative emotions respectively, and their relationship with each other and language learning ability is discussed in depth. At the same time, differences and similarities between them are compared respectively and presented t o the public in a clear form. At the same time, it analyzes the reason why language learning ability is related to emotion. The study shows that there is a positive relationship between positive emotions and language learning ability and negative emotions tend to negatively relate to the learning ability in normal situations. However, it will also hurt language learning to some extent in the extreme state of positive emotion. On the contrary, negative emotions maintained at an appropriate level will also be positively related to learning ability. Based on the result the study found, if students learn to control their emotions, they will greatly improve their efficiency in language learning.

Keywords:

positive emotion, negative emotion, language learning

Qin,J. (2023). Comparison of Negative Nmotions and Positive Emotions Correlations with the Study Ability of Language of Students. Lecture Notes in Education Psychology and Public Media,6,648-654.
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References

[1]. Liu X., Xu X., Wang H (2018) The effect of emotion on morphosyntactic learning in foreign language learners. PLoS ONE 13(11): e0207592. https://doi.org/10.1371/journal.pone.0207592

[2]. Rodrigo Aragão., Beliefs and emotions in foreign language learning, System, Volume 39, Issue 3, 2011, Pages 302-313, ISSN 0346-251X, https://doi.org/10.1016/j.system.2011.07.003.

[3]. Shiota., M.N., Neufeld, S.L., Danvers, A.F., Osborne, E.A., Sng, O. and Yee, C.I. (2014), Positive Emotion Differentiation: A Functional Approach. Social and Personality Psychology Compass, 8: 104-117. https://doi.org/10.1111/spc3.12092

[4]. Henrietta C. Leiner., Alan L. Leiner and Robert S. Dow (1991), The human cerebro-cerebellar system: its computing, cognitive, and language skills, Behavioural Brain Research, Volume 44, Issue 2, https://doi.org/10.1016/S0166-4328(05)80016-6.

[5]. MacIntyre and Mercer, S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, IV(2), 153–172.

[6]. Marian Joël.s, Zhenwei Pu., Olof Wiegert., Melly S. Oitzl and Harm J. Krugers (2006), Learning under stress: how does it work? Trends in Cognitive Sciences, Volume 10, Issue 4, 152-158, https://doi.org/10.1016/j.tics.2006.02.002

[7]. Baron-Cohen, S. (2009), Autism: The Empathizing–Systemizing (E-S) Theory. Annals of the New York Academy of Sciences, 1156: 68-80. https://doi.org/10.1111/j.1749-6632.2009.04467.x

[8]. Sirbu, A. The Significance of Language as a Tool of Communicaition.Scientific Bulletin" Mircea cel Batran" Naval Academy, 18(2), 405.

[9]. Philip C. Watkins., Robert A. Emmons., Madeline R. Greaves and Joshua Bell (2018) Joy is a distinct positive emotion: Assessment of joy and relationship to gratitude and well-being, The Journal of Positive Psychology, 13:5, 522-539, DOI: 10.1080/17439760.2017.1414298

[10]. Tannert, S and Gröschner, A. (2021). Joy of distance learning? How student self-efficacy and emotions relate to social support and school environment. European Educational Research Journal, 20(4), 498–519. https://doi.org/10.1177/14749041211024784

[11]. Shao., Nicholson., L. J., Kutuk, G.and Lei, F. (2020). Emotions and Instructed Language Learning: Proposing a Second Language Emotions and Positive Psychology Model. Frontiers in Psychology, 11, 2142–2142. https://doi.org/10.3389/fpsyg.2020.02142

[12]. Crtal I. Bryce., Ashley M.J. Fraser& Richard A. Fabes, Brittany L. Alexander, (2021). The role of hope in college retention, Volume 89, Learning and Individual Differences, https://doi.org/10.1016/j.lindif.2021.102033

[13]. Patricia Pendry., Alexa M. Carr., Stephanie M. Roeter., and Jaymie L. Vandagriff (2018). Experimental trial demonstrates effects of animal-assisted stress prevention program on college students’ positive and negative emotion. Human-Animal Interaction Bulletin, 2018, Vol. 6, No. 1, 81-97 https://www.researchgate.net/profile/JaymieVandagriff/publication/330811220_Experimental_trial_demonstrates_effects_of_animalassisted_stress_prevention_program_on_college_students'_positive_and_negative_emotion/links/5c54974e299bf12be3f3f82a/Experimental-trial demonstrates-effects-of-animal-assisted-stress-prevention-program-on-college-students-positive-and-negative-emotion.pdf

[14]. Breslau, J., Lane, M., Sampson, N and Kessler, R. C. (2008). Mental disorders and subsequent educational attainment in a US national sample. Journal of psychiatric research, 42(9), 708–716. https://doi.org/10.1016/j.jpsychires.2008.01.016

[15]. Auerbach, R. P., Alonso, J., Axinn, W. G., Cuijpers, P., Ebert, D. D., Green, J. G., Hwang, I., Kessler, R. C., Liu, H., Mortier, P., Nock, M. K., Pinder-Amaker, S., Sampson, N. A., Aguilar-Gaxiola, S., Al-Hamzawi, A., Andrade, L. H., Benjet, C., Caldas-de-Almeida, J. M., Demyttenaere, K., Florescu, S., … Bruffaerts, R. (2016). Mental disorders among college students in the World Health Organization World Mental Health Surveys. Psychological medicine, 46(14), 2955–2970. https://doi.org/10.1017/S0033291716001665

[16]. Stephanie Rude , Eva-Maria Gortner & James Pennebaker (2004) Language use of depressed and depression-vulnerable college students, Cognition & Emotion, 18:8, 1121-1133, DOI: 10.1080/02699930441000030

[17]. Bernard, J. D., Baddeley, J. L., Rodriguez, B. F., & Burke, P. A. (2016). Depression, Language, and Affect: An Examination of the Influence of Baseline Depression and Affect Induction on Language. Journal of Language and Social Psychology, 35(3), 317–326. https://doi.org/10.1177/0261927X15589186

Cite this article

Qin,J. (2023). Comparison of Negative Nmotions and Positive Emotions Correlations with the Study Ability of Language of Students. Lecture Notes in Education Psychology and Public Media,6,648-654.

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The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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About volume

Volume title: Proceedings of the International Conference on Interdisciplinary Humanities and Communication Studies (ICIHCS 2022), Part 5

ISBN：978-1-915371-37-9(Print) / 978-1-915371-38-6(Online)
Editor：Muhammad Idrees, Matilde Lafuente-Lechuga
Conference website: https://www.icihcs.org/
Conference date: 18 December 2022
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.6
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Liu X., Xu X., Wang H (2018) The effect of emotion on morphosyntactic learning in foreign language learners. PLoS ONE 13(11): e0207592. https://doi.org/10.1371/journal.pone.0207592

[2]. Rodrigo Aragão., Beliefs and emotions in foreign language learning, System, Volume 39, Issue 3, 2011, Pages 302-313, ISSN 0346-251X, https://doi.org/10.1016/j.system.2011.07.003.

[3]. Shiota., M.N., Neufeld, S.L., Danvers, A.F., Osborne, E.A., Sng, O. and Yee, C.I. (2014), Positive Emotion Differentiation: A Functional Approach. Social and Personality Psychology Compass, 8: 104-117. https://doi.org/10.1111/spc3.12092

[4]. Henrietta C. Leiner., Alan L. Leiner and Robert S. Dow (1991), The human cerebro-cerebellar system: its computing, cognitive, and language skills, Behavioural Brain Research, Volume 44, Issue 2, https://doi.org/10.1016/S0166-4328(05)80016-6.

[5]. MacIntyre and Mercer, S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, IV(2), 153–172.

[6]. Marian Joël.s, Zhenwei Pu., Olof Wiegert., Melly S. Oitzl and Harm J. Krugers (2006), Learning under stress: how does it work? Trends in Cognitive Sciences, Volume 10, Issue 4, 152-158, https://doi.org/10.1016/j.tics.2006.02.002

[7]. Baron-Cohen, S. (2009), Autism: The Empathizing–Systemizing (E-S) Theory. Annals of the New York Academy of Sciences, 1156: 68-80. https://doi.org/10.1111/j.1749-6632.2009.04467.x

[8]. Sirbu, A. The Significance of Language as a Tool of Communicaition.Scientific Bulletin" Mircea cel Batran" Naval Academy, 18(2), 405.

[9]. Philip C. Watkins., Robert A. Emmons., Madeline R. Greaves and Joshua Bell (2018) Joy is a distinct positive emotion: Assessment of joy and relationship to gratitude and well-being, The Journal of Positive Psychology, 13:5, 522-539, DOI: 10.1080/17439760.2017.1414298

[10]. Tannert, S and Gröschner, A. (2021). Joy of distance learning? How student self-efficacy and emotions relate to social support and school environment. European Educational Research Journal, 20(4), 498–519. https://doi.org/10.1177/14749041211024784

[11]. Shao., Nicholson., L. J., Kutuk, G.and Lei, F. (2020). Emotions and Instructed Language Learning: Proposing a Second Language Emotions and Positive Psychology Model. Frontiers in Psychology, 11, 2142–2142. https://doi.org/10.3389/fpsyg.2020.02142

[12]. Crtal I. Bryce., Ashley M.J. Fraser& Richard A. Fabes, Brittany L. Alexander, (2021). The role of hope in college retention, Volume 89, Learning and Individual Differences, https://doi.org/10.1016/j.lindif.2021.102033

[13]. Patricia Pendry., Alexa M. Carr., Stephanie M. Roeter., and Jaymie L. Vandagriff (2018). Experimental trial demonstrates effects of animal-assisted stress prevention program on college students’ positive and negative emotion. Human-Animal Interaction Bulletin, 2018, Vol. 6, No. 1, 81-97 https://www.researchgate.net/profile/JaymieVandagriff/publication/330811220_Experimental_trial_demonstrates_effects_of_animalassisted_stress_prevention_program_on_college_students'_positive_and_negative_emotion/links/5c54974e299bf12be3f3f82a/Experimental-trial demonstrates-effects-of-animal-assisted-stress-prevention-program-on-college-students-positive-and-negative-emotion.pdf

[14]. Breslau, J., Lane, M., Sampson, N and Kessler, R. C. (2008). Mental disorders and subsequent educational attainment in a US national sample. Journal of psychiatric research, 42(9), 708–716. https://doi.org/10.1016/j.jpsychires.2008.01.016

[15]. Auerbach, R. P., Alonso, J., Axinn, W. G., Cuijpers, P., Ebert, D. D., Green, J. G., Hwang, I., Kessler, R. C., Liu, H., Mortier, P., Nock, M. K., Pinder-Amaker, S., Sampson, N. A., Aguilar-Gaxiola, S., Al-Hamzawi, A., Andrade, L. H., Benjet, C., Caldas-de-Almeida, J. M., Demyttenaere, K., Florescu, S., … Bruffaerts, R. (2016). Mental disorders among college students in the World Health Organization World Mental Health Surveys. Psychological medicine, 46(14), 2955–2970. https://doi.org/10.1017/S0033291716001665

[16]. Stephanie Rude , Eva-Maria Gortner & James Pennebaker (2004) Language use of depressed and depression-vulnerable college students, Cognition & Emotion, 18:8, 1121-1133, DOI: 10.1080/02699930441000030

[17]. Bernard, J. D., Baddeley, J. L., Rodriguez, B. F., & Burke, P. A. (2016). Depression, Language, and Affect: An Examination of the Influence of Baseline Depression and Affect Induction on Language. Journal of Language and Social Psychology, 35(3), 317–326. https://doi.org/10.1177/0261927X15589186

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