Emotions, Prosocial behaviour, Learning : which links ? The emotional capitl

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Emotions, Prosocial behaviour, Learning,
and Success: Which links? The Emotional
Capital..
A case study on students at the Vocational School Leaving
Certificate Level in France
Bénédicte GENDRON
Associate Professor
University Paul Valéry, Montpellier III
Researcher at CERFEE
and at Cereq,Université Paris I,
Panthéon-Sorbonne
E-mail : benedicte.gendron@univ-montp3.fr
Virtual campus on sciences of education:
Final-Talk-ecer04-final3.ppt
European Conference on Educational Research
2004, Crete

OUTLINE
 1 PURPOSE, DATAAND
METHODOLOGY OF THE RESEARCH
 2 MAIN FINDINGS
 3 DISCUSSION ON THE EMOTIONAL
CAPITALAND ITS IMPORTANCE ON
SUCCESS AND EFFICIENCY
European Conference on Educational Research 2004, Crete

1 PURPOSE, DATAAND METHODOLOGY
From some previous studies, Céreq finding:
Learners enter in VET system with a negative image of
it (relegation track – for failing students in general
education) but
exit the vet training with a positive representation of
their VETBAC training
despite differences between Jobs and their training
expectations
To news Issues raised: our research
 What are the factors which make change learners’
representation of VET ? Which factors is it possible to
capture to explain this dynamic of VET
representation?
 What makes students move back to success

What
is the
VETBAC?
French
Educational
System

 VETBaccalauréat: a recent diploma (1985)
of 2 years program after the BEP or CAP
diploma
 Primarily a vocational certificate leading
directly to a job i.e terminal diploma (final cycle
in the vocational route)
 16 weeks of internships

Data used in this paper : 4 groups of learners:
18-22 years old,
 final year of the 2-year- VET-baccalauréat programme,
 experience of an in-company training periods (16 weeks)
VET Training Specialities preparting to :
 Work with people (commerce and sales, business, waiter)
 Work with products (maintenance in automated mecanical
installations, climatic engineering, graphic industry)
 Work with documents (accounting, secretary)
Data used in this paper : 4 groups of academic staff :
 VET teachers and General education teachers (French
and mathematics)
 Deans and pedagogical advisor-counselors

Methods:
Interviews Methods : interviews (2 hours) in focus group
or of individuals
Topics discussed: what do they think about:
VET in general
Their guidance in VET track and Project of life,
The VET Bac-training and Social and vocational Identity
VET Employment
VET Integration: their internship
Preparation for work and changes
Analysis Methods : Textual Data Analysis Softwares :
MODALISA and ALCESTE

2 MAIN FINDINGS FROM THE LEARNERS AND
ACADEMIC STAFF GROUPS
What matters a lot for students and emerge from their discourses:
From failure, exclusion and isolation to success, inclusion and
solidarity:
“We don t have to be ashamed of vet until we like what we are doing “
 “we also get our Baccalauréat degree”.
“we are taken into consideration “: (acceptance and recognition are key
components in estabilishing pride)
“ Finally, I’m not stupid” : (the emotions central in early learning
experiences seems to continue actively into the present- attribution
theory)
“The vocational baccalauréat, that’s good because that combines
education and work situation in the companies” (access to responsibility)
New way to teach and new teachers expectations:
“The vocational baccalauréat is completely different regarding methods:
they (teachers) have some expectations from us, they trust us, they let us
autonomous..they believe in us…”
« They also grade our autonomy and we do a lot of mutual homework
and that accounts in our marks and grade »
 « They are very open, we can talk with them even personaly with them
when we have some personal problems.».

2 MAIN FINDINGS FROM THE LEARNERS AND
ACADEMIC STAFF GROUPS
A new way to see learning and to teach:
School combined with Work (to go back and forth): toward more
responsibilities
 Build or rebuild their professional and life projects: an important
matter for teacher
 The first time they make their own choice: Selection at the
entrance participates to recover their self-esteem and to their
engagement
New competences as knowledge : autonomy,
responsability,adaptation
 Develop groups work and mutual help between them
 Consideration of another reasoning process : from the concrete
to the theoritical knowledge : “before in BEP, we master the know-
how, but in Bac we think about it” (deepen knowledge)
 Different natures of assessment (culture of evaluation vs
notation) : “to get again “high” grades matters a lot

2 MAIN FINDINGS FROM THE LEARNERS AND ACADEMIC
STAFF GROUPS
What seems important for teachers:
A new way to think pedagogically methods of teaching
in VET :
Personalized their teaching (flexible rhythm, time to listen
to them and take care about their difficulties even personal
problems)
 Develop their autonomy, mutual help, work in group
 To (re-)motivate through the professional project: to help
them at building their identity and engagement in their VET
training, to believe in what they are doing.
Another way to think teaching mission :
To help them to regain their self-esteem and self-
confidence,
An opportunity to revalue students who faced failures at
the secondary school
To build or rebuild individuals, citizen and worker

3 REFLEXION ON THE EMOTIONAL CAPITALAND ITS
IMPORTANCE ON SUCCESS AND EFFICIENCY
What those findings underline and question?
- the interplay between emotions, learning and success:
Learning environments are social environments, and learners
are highly complex beings whose emotions interact with their
learning in powerful ways.
To value the learner is to value the whole person, not just the
intellect.
The role of emotion was very important in establishing and
maintaining identity and self-esteem in learning situations.
From the standpoint of psycho-analytic and socialconstructionist
theory, the disposition to learn has its basis in social
relationships (Ingleton et O’Reagan,1998).
 For instance, arising from those relationships are the emotions
of pride and shame which play a key role in the development of
identity and self-esteem (Kitayama, 1994).
- the emotional intelligence and emotional competencies
Many factors contribution to student positive change
belong to emotional intelligence

3 REFLEXION ON THE EMOTIONAL CAPITALAND ITS
What those findings underline and question?
- the emotional intelligence and emotional competencies
Ingleton et O’Reagan (1998) Emotions shape learning and
teaching experiences for both teachers and students,
In the interplay between learning and emotions, are
involved emotional competencies coming from students
and teachers as well.
Regarding teachers, the pedagogical style, or
pedagogical practices shape a lot the emotional climate of
the class and the learning climate.
Therefore the recognition of the interplay emotion and
learing and their significance merits further consideration in
both learning theory and pedagogical practice.

3 DISCUSSION ON THE EMOTIONAL CAPITALAND ITS
What is the EMOTIONAL INTELLIGENCE and its originsWhat is the EMOTIONAL INTELLIGENCE and its origins
Psychologists, Bar-On –John (Jack) Mayer, and Peter Salovey
A journalist/psychologist, Dr. Daniel Goleman, best-selling book
titled Emotional Intelligence .
Salovey and Mayer (1990) definition :
"Ability to monitor one's own and other's feelings and
emotions, to discriminate among them and to use this
information to guide one's thinking and actions." (1990).
Bar-On’s Definition
[Emotional Intelligence] is “. . .an array of noncognitive
capabilities, competencies, and skills that influence one’s
ability to succeed in coping with environmental demands
and pressures.”

What are emotional competencies ?What are emotional competencies ?
PERSONAL COMPETENCE SOCIAL COMPETENCE
Self Awareness= Knowing one’s
internal states, preferences and
intuitions
To identify and name one's emotional
states and to understand the link between
emotions, thought and action
Empathy=
Awareness of others’ feelings,
needs, concerns
To read, be sensitive to and influence
other people's emotions
Self Regulation= Managing one’s
internal states, impulses, resources
To manage one's emotional states — to
control emotions or to shift undesirable
emotional states to more adequate ones
Social Skills= Adeptness at
inducing desirable responses in
others
To enter and sustain satisfactory
interpersonal relationships
Motivation =Emotional tendencies
that guide or facilitate reaching
goals
To enter into emotional states associated
with a drive to achieve and be successful

Goleman (1998) expanded upon Salovey and Mayer original
meaning of the term emotional intelligence (EI) and divides up EI
into 5 emotional competencies:

Emotional intelligence and
emotional competencies
Applied to pedagogical
pratices
Treatment of
Emotional
Information
His own emotions
Production of
emotional
knowledge
Student emotions
Adaptation to
pedagogical
situations
Climate of the class
Resulting attitudes The formation of emotional
intelligence of the student
EI applied
to
pedagogical
situations

Emotional Intelligence and Emotional
Competencies applied to pedagogical
situations
Four ways to recognise emotional
competencies of teachers (Letor, 2003) :
Mental process involved in emotion treatment
Production of emotional knowledge produced
by reflexion process on emotions
Observation of the behaviour regulating
emotions in the classroom experiences, of the
attitudes which are resulting from it and which
can be observed
Those phenomenon concern teachers,
students emotions and the climate
This figure has to be extended to the
formation of the students’
Emotions
shape
learning and
teaching
experiences
for both
teachers
and
students

Many
variables
interplays in
the class
situation and
as result,
different
behaviors
among
students and
teachers

3 DISCUSSION ON THE EMOTIONAL CAPITAL AND ITS
Teacher Learner
Interplays
The
pedagogical
triangle has
to be
completed
as emotions
and social
bonds
interfere in
the class
situation.

THE EMOTIONAL CAPITAL:THE EMOTIONAL CAPITAL:
THE CAPITAL POTENTIALIZING THE HUMANTHE CAPITAL POTENTIALIZING THE HUMAN
AND SOCIAL CAPITALSAND SOCIAL CAPITALS
Person’development
B.GENDRON (2002)

Person’development
B.GENDRON (2004)

Definition of Emotional Capital:
Emotional Capital is the set of resources that
inhere to the person useful for his or her
cognitive, personal and social development.
Emotional competencies constituted
useful capital resources for actors
through processes such as using and
exploiting plainly their human and social
capitals.

Characteristics of Emotional Capital:
If “social capital and human capital are often
complementary” (Coleman), Emotional capital has a
particular place between those two capitals as the
Emotional Capital potentializes the Human and Social
capitals.
Emotion Capital is more than an additional capital it
is a potentionalizing (booster) capital essential to use
effectively the two first ones;

Characteristics of Emotional Capital:
As in social capital, any given form of emotional
capital might be limited in its scope of application:
like physical capital, human capital and social capital,
emotional capital is not completely fungible, but its
fungible with respect to specific activities,
i.e a given form of emotional capital that is valuable in
facilitating certain actions may be useless or even
harmful in others.

An Affective Model of Interplay Between
Emotions and Learning:
Barry Kort, Rob Reilly, Rosalind Picard, (Massachussetts Institute
of Technology, MIT)

An Affective Model of Interplay Between
Emotions and Learning:
Barry Kort, Rob Reilly, Rosalind Picard, (Massachussetts Institute
of Technology, MIT)
 MEE interplay between the
cognitiv dynamic of the learning
process and emotions
Horizontal Axis is the an
emotions axis: from + (the more
pleasurable) to – valence emotion
(the more unpleasant).
Vertical axis is the learning axis
symbolizing the construction of
knowledge upward, to the
discarding of misconceptions
downard.

Relation between the four phases of learning
and Emotions

and Emotions
L’expérience d’apprendre implique un éventail
d’émotions, amenant l’apprenant à évoluer dans cette
sphère au gré de son apprentissage.
Cependant, à un instant donné, en ce qui concerne
les axes, l’apprenant peut être dans multiple
quadrants :
Il peut être dans le quadrant II en ce qui concerne le
sentiment de frustration et simultanément dans le
quadrant I selon son niveau d’intérêt…
A ces deux axes, peut être ajouté un troisième
représentant une « excelsior » spirale (se surpasser)
dans l’échelle des connaissances faisant évoluer
l’apprenant dans une orbite non fermée sur elle-même
mais s’élevant graduellement sur ce troisième axe.

and Emotions
Un éventail d’émotions apparaissent naturellement dans le
processus d’apprentissage …
… Si Kant désignait les émotions « comme des maladies de
l’âme », les émotions sont des « forces mentales » (Carl Lange,
1885) et les émotions « positives » ne sont pas les seules à
être « bonnes » et nécessaires dans le processus
d’apprentissage…
Les émotions ont des fonctions essentiellement adaptatives et
motivationnelles (Hebb, 1949, Pribram, 1967, Mandler, 1975).
Les émotions auraient donc raison de l’apprentissage…
Il ne s’agit donc pas de vouloir à tout prix maintenir
l’apprenant dans le quadrant I mais bien plus :
lui faire comprendre que le cycle naturel d’apprentissage
passe par ces différentes phases
et l’aider et lui enseigner comment se propulser et se
maintenir en orbite dans la sphère, particulièrement après
un échec ou un abandon.

An Affective Model of Interplay Between Emotions and
Learning:
Barry Kort, Rob Reilly, Rosalind Picard, (Massachussetts Institute of Technology, MIT)
Plusieurs types d’émotions (Plutchik, 1980…) : les plus communes des différents
modèles théoriques : peur, colère, tristesse et la joie…
Ensemble des émotions repérées par Kart & ali. Figure 1 :

Les quatre phases d’apprentissage
et leurs liens avec l’émotion
Awe : « impressionné » (crainte et respect à la fois)
Puzzlement : perplexité
Discard : abandonner (to get rid of.)
Misconceptions : conception erronée, malentendus
 MEE relation entre la dynamique
cognitive du processus d’apprentissage
et émotions
Axe horizontal : Axe des différentes
émotions de la fig.1 : du plus plaisant
ou déplaisant.
Axe vertical : axe d’apprentissage
symbolisant les étapes de la
construction potentielle des
connaissances à celle de l’abandon ou
au renoncement

L’étudiant idéalement commence dans le quadrant I ou II :
 il peut être curieux et fasciné par un nouvel objet d’étude ou une
nouvelle leçon… (quadrant I)
 ou perplexe mais doit être motivé pour en savoir d’avantage et lever
toute incompréhension ou confusion (quadrant II)
I.E dans cette demi sphère haute, leur intérêt et centration est à la
construction ou au test de leur connaissance.
Cependant, dans l’apprentissage, l’apprenant passe par des erreurs,
qui le situe dans la sphère basse où il passera par des émotions qui
peuvent être négatives et où sa concentration et son attention
cognitive évoluent pour passer par des erreurs qui seront éliminées
par essai-erreur.
Au fur et à mesure de la conscience de sa progression et
consolidation de sa connaissance, l’apprenant retrouve confiance et
s’oriente dans la sphère vers le quadrant IV où des idées et
connaissances nouvelles ou actualisées le propulse de nouveau dans
le quadrant I.

L’expérience d’apprendre implique un éventail
d’émotions, amenant l’apprenant à évoluer dans cette
sphère au gré de son apprentissage.
Cependant, à un instant donné, en ce qui concerne les
axes, l’apprenant peut être dans multiple quadrants :
Il peut être dans le quadrant II en ce qui concerne le
sentiment de frustration et simultanément dans le
quadrant I selon son niveau d’intérêt…
A ces deux axes, peut être ajouté un troisième
représentant une « excelsior » spirale (se surpasser)
dans l’échelle des connaissances faisant évoluer
l’apprenant dans une orbite non fermée sur elle-même
mais s’élevant graduellement sur ce troisième axe.

Un éventail d’émotions apparaissent naturellement dans
le processus d’apprentissage …
… Si Kant désignait les émotions « comme des maladies de
l’âme », les émotions sont des « forces mentales » (Carl Lange,
1885) et les émotions « positives » ne sont pas les seules à être
« bonnes » et nécessaires dans le processus d’apprentissage…
 Les émotions ont des fonctions essentiellement adaptatives et
motivationnelles (Hebb, 1949, Pribram, 1967, Mandler, 1975).
Les émotions auraient donc raison de l’apprentissage…
Il ne s’agit donc pas de vouloir à tout prix maintenir
l’apprenant dans le quadrant I mais bien plus :
lui faire comprendre que le cycle naturel
d’apprentissage passe par ces différentes phases
 et l’aider et lui enseigner comment se propulser et
se maintenir en orbite dans la sphère,
particulièrement après un échec ou un abandon.

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