Page 54 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 54
vious experiences with the student with the raised hand (usually he/she
only speaks in the classroom to contradict the teacher and disturb the in-
struction), the teacher estimates that the situation is important for him/her
because the student will disturb the lecture, he/she will have to stop the in-
struction and deal with the student’s comment; he/she starts to feel upset
and tensed and oriented towards his/her own feeling). Accordingly, if he/
she estimate the situation as unimportant, there will be no emotional re-
action (e.g. the teacher estimates the situation is unimportant for him/her
personally because he/she encourages students to express all their opinions
and understand that this student’s arguing with him/her is a way of ex-
pressing some other issues, which the teacher is trying to understand; he/
she remains calm and oriented towards the student).
The significance of the situation is also valorised according to wheth-
er the stimulus situation threatens or endorses someone’s personal values.
If the situation endorses an individual’s values, he/she will react with pleas-
ant emotions. However, if the situation threatens his/her values, the indi-
vidual will react with unpleasant emotions. Hence, the arising of emotions
depends on the individual’s value system. That is why different people may
react in different ways to the same stimulus situation.
Like the process of apperception, valorisation also happens very quick-
ly, automatically. It seems that the emotion arises by itself, that it is auto-
matically triggered by the situation. That is why it is difficult to understand
that we create our emotions ourselves, that it is we who decide that the sit-
uation is important enough for us to feel a certain emotion.
Physiological emotional reaction
A physiological emotional reaction is the biological reaction to what we
perceive as important for us (e.g. the teacher’s heart starts pounding, their
breathing becomes deeper, their muscles tense – the physical reactions for
anger). It includes different bodily sensations, arousals, stimulations, vis-
ceral and motor reactions. The function of these processes is to prepare the
body to react quickly to the stimulus situation. In other words, these pro-
cesses mobilise our bodily energy for possible quick action.
Action tendency
The physiological emotional reactions in the body activate one or more spe-
cific behavioural programmes. The person feeling the emotion is now moti-
vated for a specific type of behaviour (e.g. the teacher feels like he/she needs
54
only speaks in the classroom to contradict the teacher and disturb the in-
struction), the teacher estimates that the situation is important for him/her
because the student will disturb the lecture, he/she will have to stop the in-
struction and deal with the student’s comment; he/she starts to feel upset
and tensed and oriented towards his/her own feeling). Accordingly, if he/
she estimate the situation as unimportant, there will be no emotional re-
action (e.g. the teacher estimates the situation is unimportant for him/her
personally because he/she encourages students to express all their opinions
and understand that this student’s arguing with him/her is a way of ex-
pressing some other issues, which the teacher is trying to understand; he/
she remains calm and oriented towards the student).
The significance of the situation is also valorised according to wheth-
er the stimulus situation threatens or endorses someone’s personal values.
If the situation endorses an individual’s values, he/she will react with pleas-
ant emotions. However, if the situation threatens his/her values, the indi-
vidual will react with unpleasant emotions. Hence, the arising of emotions
depends on the individual’s value system. That is why different people may
react in different ways to the same stimulus situation.
Like the process of apperception, valorisation also happens very quick-
ly, automatically. It seems that the emotion arises by itself, that it is auto-
matically triggered by the situation. That is why it is difficult to understand
that we create our emotions ourselves, that it is we who decide that the sit-
uation is important enough for us to feel a certain emotion.
Physiological emotional reaction
A physiological emotional reaction is the biological reaction to what we
perceive as important for us (e.g. the teacher’s heart starts pounding, their
breathing becomes deeper, their muscles tense – the physical reactions for
anger). It includes different bodily sensations, arousals, stimulations, vis-
ceral and motor reactions. The function of these processes is to prepare the
body to react quickly to the stimulus situation. In other words, these pro-
cesses mobilise our bodily energy for possible quick action.
Action tendency
The physiological emotional reactions in the body activate one or more spe-
cific behavioural programmes. The person feeling the emotion is now moti-
vated for a specific type of behaviour (e.g. the teacher feels like he/she needs
54
