Table 2.
Student and Faculty perceptions of the impact of negative emotions on learning as measured by number of coding references.
| Perceived Impact | Students | Faculty |
|---|---|---|
| Promotes learning (generally) | 0 | 1 |
| Enhances cognition | 0 | 4 |
| Enhances social functioning (assistance seeking) | 1 | 8 |
| Increases motivation and drive | 11 | 12 |
| Increases productivity, effort and achievement potential | 3 | 5 |
| Heightens conscientiousness | 0 | 2 |
| Promotes exploration and curiosity | 1 | 5 |
| Promotes persistence | 3 | 2 |
| Inhibits learning (generally) | 2 | 8 |
| Lowers performance and productivity (wasted time) | 2 | 2 |
| Impairs social functioning (communication) | 1 | 0 |
| Complaining/trying to change unfair outcome | 1 | 10 |
| Prevents assistance seeking | 0 | 3 |
| Reluctance to provide feedback | 0 | 1 |
| Impairs cognition | 6 | 8 |
| Closes off mind to ideas or people | 1 | 1 |
| Immobilizes | 0 | 10 |
| Loss of motivation, avoidance and procrastination | 16 | 5 |