Page 53 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 53
team members’ and teachers’ understanding of their own unpleasant emotions ...
The CER model in Figure 2 explains the cognitive, physiological and
behavioural processes that occur in the course of a person’s pleasant and
unpleasant emotion. Moreover, it explains the processes that lead to the
emotion and the processes that happen subsequently and presents them in
a circular sequence.
Stimulus situation
A stimulus situation is defined as a change in a person’s environment (e.g.
a student raises his/her hand during instruction in the classroom). It can
be also defined as a current imbalance in the person’s harmony with his/
her environment. A stimulus situation can also be generated by a person’s
memory of a situation or his/her imagination of a situation in the future.
Perception
The author defines perception as the creation of a mental representation
of a stimulus situation. The mental representation of a stimulus situation
is produced through the senses and can be created consciously or subcon-
sciously. This is a very physiological process of merely perceptual processes
take place at the level of senses (seeing, hearing, smelling…) (e.g. the teach-
er sees the image of the student with his/her hand raised).
Apperception
The mental representation per se does not yet mean anything to the person
that creates it, it has a neutral connotation. It needs to be decoded in the
context of the person’s knowledge, experiences, representations, attitudes,
beliefs, values (e.g. the teacher recognises who is the student with the raised
hand) etc. to be analysed and obtain a meaning for the designated person.
This happens in the process of apperception. The author defines this decod-
ing structure as the person’s frame of reference. The decoding of the stim-
ulus situation happens almost instantly, automatically, so it is difficult for a
person to distinguish between the mere perception of the stimulus and its
decoded meaning (apperception) for them.
Valorisation
The decoding/interpretation of the stimulus situation (apperception) is fol-
lowed by valorisation of the situation. If a person estimates the situation as
important for his/her life, an emotion will arise (e.g. based on the teacher’s
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The CER model in Figure 2 explains the cognitive, physiological and
behavioural processes that occur in the course of a person’s pleasant and
unpleasant emotion. Moreover, it explains the processes that lead to the
emotion and the processes that happen subsequently and presents them in
a circular sequence.
Stimulus situation
A stimulus situation is defined as a change in a person’s environment (e.g.
a student raises his/her hand during instruction in the classroom). It can
be also defined as a current imbalance in the person’s harmony with his/
her environment. A stimulus situation can also be generated by a person’s
memory of a situation or his/her imagination of a situation in the future.
Perception
The author defines perception as the creation of a mental representation
of a stimulus situation. The mental representation of a stimulus situation
is produced through the senses and can be created consciously or subcon-
sciously. This is a very physiological process of merely perceptual processes
take place at the level of senses (seeing, hearing, smelling…) (e.g. the teach-
er sees the image of the student with his/her hand raised).
Apperception
The mental representation per se does not yet mean anything to the person
that creates it, it has a neutral connotation. It needs to be decoded in the
context of the person’s knowledge, experiences, representations, attitudes,
beliefs, values (e.g. the teacher recognises who is the student with the raised
hand) etc. to be analysed and obtain a meaning for the designated person.
This happens in the process of apperception. The author defines this decod-
ing structure as the person’s frame of reference. The decoding of the stim-
ulus situation happens almost instantly, automatically, so it is difficult for a
person to distinguish between the mere perception of the stimulus and its
decoded meaning (apperception) for them.
Valorisation
The decoding/interpretation of the stimulus situation (apperception) is fol-
lowed by valorisation of the situation. If a person estimates the situation as
important for his/her life, an emotion will arise (e.g. based on the teacher’s
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