ABSTRACT
Educational settings are replete with affective experiences, anxiety and fun, frustration and fulfillment, disappointment and pride. The relationship between affect and cognition is bidirectional. On the one hand, emotions are results of appraisal of academic success and failure, of pleasant or unpleasant personal and social experiences in educational encounters. On the other hand, learners’ emotions energize but also restrict their achievement and achievement motivation. In the first two decades of most people’s lives, educational settings are one of the most important sources of affective experience. Similarly, teachers’ affective states are influenced by their success and failure in teaching, and these states in turn moderate their evaluations and attributions and impact their teaching behavior.
