The relationship between positive and painful emotions and cognitive load during an algebra learning task

Abstract

The mechanism through which emotional states impact learning is not yet fully understood. Through the lens of cognitive load theory, this study examines the relationship between emotional valence and learning during an algebra-based mathematics task and explores cognitive load as a potential mechanism through which emotions impact learning. Using structural equation modelling and path analysis of Australian Year 7 and 8 Secondary School students completing an algebraic learning task, we test a hypothesised model whereby extraneous cognitive load mediates the relationship between positive emotions, painful emotions, and learning. This model was tested against an alternative model with emotions mediating the relationship between extraneous cognitive load and learning. Results demonstrate that extraneous cognitive load mediates the relationship between painful emotions and learning. Alternatively, positive emotions were related to learning but not mediated by extraneous cognitive load. Implications of these findings for teachers and educators are also discussed.