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The study, published in Learning and Instruction, examines affective processes in learning over time. Using a multimodal design (physiological measures, experience sampling, behavioral trace data, and self-reports), the researchers investigate the relationships between emotions, affective arousal, learning behavior, and learning outcomes among students using an adaptive learning technology. The results show that emotions remain stable across the learning situation and that, in particular, initial boredom and high affective arousal are associated with less favorable learning behavior and lower knowledge gains after the learning phase. The study thus highlights the importance of early affective states for subsequent learning processes.

The study, published in Teaching and Teacher Education, investigates how pre-service teachers use digital technologies in their lesson planning and how these plans relate to dimensions of instructional quality. The results show that digital technologies are often used in a merely substitutive way, whereas more sophisticated forms of integration are associated with quality-relevant aspects, such as supporting students’ learning. The study highlights the importance of more systematic and theory-driven planning of digitally supported instruction in teacher education.

In her podcast Psychology in the Classroom, Linda Powell spoke with Prof. Dr. Rebecca Lazarides about how teachers stay motivated—even when their energy is running low. Among other topics, they discuss:

• What are practical strategies for effective emotion management?
• How important is the authenticity of one’s enthusiasm?
• In what ways does the school environment influence motivation?

This episode relates to our special issue published in the British Journal of Educational Psychology.