Mustlead – Standard Three Exams | Terminal 2026 | Download All Subjects
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Apart from debates about the development of emotional control or the benefits of our emotions, the significance of emotional factors in learning has long been recognised in a wide range of research and theoretical writing. David Ausubel (Ausubel 1968 and Ausubel and Robinson 1969), for example, dealt at length with affective and social factors in school learning.
These included attitudes to learning, the effect of personality characteristics, such as anxiety or open-mindedness, and group and social influences, such as classroom climate. Ausubel identifies three types of determinant of an individual’s drive for success in school. The first is ego-enhancement, as a result of success (Ausubel refers to “competition with oneself” principally, but also to a limited role for competition among pupils).
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