Couse Argumentative Essay Sample

Part #3

Informative definition paragraph
Dembo, Myron H., and Helena Seli. Motivation and learning strategies for college success: A self-management approach. Routledge, 2007.
The second chapter underlines that the way students often learn regulates what they recall. Effective learning requires an effective functioning of the information-processing system. According to the author, effective learning is determined by short-term sensory store, working memory and the long-term memory. The learning strategies that promote learning and retention include rehearsal, elaboration, and organizational strategies. The issues in the chapter are clearly organized to convey the intended message to the readers.
Trigwell, Keith, Robert A. Ellis, and Feifei Han. "Relations between students' approaches to learning, experienced emotions and outcomes of learning." Studies in Higher Education 37.7 (2012): 811-824.
In the article, quantitative self-reports were conducted on a group of freshmen where they findings illustrated an association amid emotional experience of the students regarding their careers and the manner at which they respond in the learning process. Students that possess sturdy and positive emotions had confidence and pride. Contrariwise, the emotionally punier students experienced anger, anxiety, boredom and shame. The source is incredible because it is backed up with data and evidence from the study.
Värlander, Sara. "The role of students’ emotions informal feedback situations." Teaching in Higher Education 13.2 (2008): 145-156.
The article candidly and comprehensively addresses the role of emotions informal feedback situations. The paper focuses on reviewed literature that explains the roles of emotions both in sociology and learning. The author suggests that the emotions play a major role in the context of feedback situations. The article reaches a consensus by suggesting that emotions do not hinder a positive progress in learning although students should be supported to have positive emotions.

PART # 4

Thesis statement
The paper will comprehensively address the role of emotions in college by paying attention to both positive and negative emotions.
Introduction
For as long as I can remember, a high number of researches have been conducted to depict the relationship between emotions and learning. Various findings have illustrated a direct impact of emotions in the process of learning. The interaction between learning and emotion is an important field of interest in college learning. In reference to Shuck et.al, “Emotions are important in adult learning because they can either hinder or motivate learning” (p.108). Therefore, it is important for educators and scholar to take to ensure that a conducive environment for learners is guaranteed. The paper comprehensively addresses the role of emotions in learning by pinpointing the positive and negative effects of towards college learning.
For the best learning to occur, a positive feeling towards a positive task should be established. Learning what we know is a motivating factor that helps us to grab the knowledge and built on it. When the emotional state of college students is detrimental, his/her memory is subjected to a high number of flaws that affects proper functioning of the brain. According to Värlander, “all actions, and indeed reason itself, require suitable facilitating emotions if successful actions or reason at all are to be achieved” (p.145). Obviously, college students who portray a state of positive emotions are always peaceful and highly motivated in the process of learning. Positive emotions contribute positively to learning achievement to all learners (Trigwell et.al 813). These students are associated with hope, optimism, and hard work and this contributes positively to their life. These students are focused and ambitious throughout their college life because they are not subjected to depression and stress.
Negative emotions are harmful towards the progress of students in college. These emotions are believed to evoke a harmful approach towards learning. Negatives emotions that affect students include anger, anxiety, fear, shame, embarrassment, amongst others. In most instances, college students associated with anger, boredom, and frustration have a higher probability of adopting a less deep strategy towards education (Trigwell et.al 813). To some extent, negative emotions in college learning can also result in positive outcomes, although it rarely happens.
A study conducted demonstrated high levels of controversy regarding the outcomes of positive and negative emotions towards college learning. For instance, positive learners tend to score high grades as a result of their hard work to sustain their pride. On the other hand, learners with negative emotions may try to come up with surface approaches that will assist them in coping with the feelings of anger, fear, shame and frustration (Trigwell et.al 822). The negative emotions are a hindrance to academic performance in college.

Conclusion

The elucidation above highlights the role of emotions in college learning. The positive and negative effects of emotions are illustrated in the context of a college student. Students that possess strong and positive emotions were instilled with hope and pride, and they performed diligently in their studies. Contrariwise, the emotionally weaker students experienced anger, anxiety, boredom and shame, and this affected their participation in classwork and school activities. Therefore, educators and policy makers must implement measures that will ensure that college students are always exposed to positive emotions. The environmental factors that negatively affect the emotions of learners should be restored to the norm.

Work cited

Dembo, Myron H., and Helena Seli. Motivation and learning strategies for college success: A self-management approach. Routledge, 2007
Dymnicki, Allison, Megan Sambolt, and Yael Kidron. "Improving college and career readiness by incorporating social and emotional learning." Washington, DC: College & Career Readiness & Success Center at American Institutes for Research (2013).
Shuck, Brad, Carlos Albornoz, and Marina Winberg. "Emotions and their effect on adult learning: A constructivist perspective." (2013).
Trigwell, Keith, Robert A. Ellis, and Feifei Han. "Relations between students' approaches to learning, experienced emotions and outcomes of learning." Studies in Higher Education 37.7 (2012): 811-824.
Värlander, Sara. "The role of students’ emotions informal feedback situations." Teaching in Higher Education 13.2 (2008): 145-156.