Motivation and Anxiety |
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According to Hebb's classic formulation (1955), optimal "hedonic tone" or sense of well-being, and hence performance in learning, is achieved at a moderate level of arousal. Too little arousal leads to boredom, and too much to anxiety, both of which inhibit effective performance. |
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A link to Hebb's original article |
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This model serves quite well for present purposes, but has been effectively criticised and modified by Apter (1989). He distinguishes two modes of experience—one is oriented towards excitement (with boredom as its opposite pole), and the other towards relaxation, with anxiety as its opposite pole. |
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For more than you wanted to know on this go here There are parallels in this with my
Skeleton
and Shell model.
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The so-called "accelerated learning" movement, on the other hand, argues that learning is best achieved in a state of minimal anxiety and relaxation. However, in the words of one of their sites: "Accelerated Learning is a proven method of increasing the absorption of knowledge." That is a rather limited conception of learning, so even if Lozanov's (its founder's) theories are correct their applicability may be limited. A fuller discussion of motivation should also cover Deep and Surface learning. |
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ATHERTON J S (2005) Learning and Teaching: [On-line] UK: Available: Accessed:
Original material © James Atherton: last up-dated 15 August, 2005