Discovering Emotion in Classroom Motivation Research

Abstract

This article discusses the serendipitous findings that illustrated the importance of students' and teachers' emotions during instructional interactions. Through revisiting former assumptions and findings, this article concludes that emotion is an essential part of studying motivation in classroom interactions. Emotions are intertwined in teachers' instructional responses and students' beliefs and actions, constituting an integral part of the interpersonal processes that create classroom contexts. This article calls for new theoretical syntheses and research programs that integrate emotion, motivation, and cognition as equal components in the social process of learning.