Emotion has long been a question of great interest in a wide range of fields. As a general rule, emotions are categorized as positive, which we seek, and negative, from which we turn away. However, empirically-backed connectivists claim that even negative emotions produce positive effects on student performance. What is less clear is how this process happens. This study had two primary aims. First, to assess the prevalence and distribution of emotions in connectivist environments. Second, to provide in-depth and experiment-based analysis that shows how and when negative emotions have their positive effect. Data for this study were mainly collected using an aided think-aloud protocol with nine participants, each of whom received ten tasks. Findings of the current study confirmed the dominance of negative emotions in connectivist learning environments and presented a model that could explain the variation of empirical results. Implications for researchers and teachers in distance education are discussed.

中文翻译：

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参加连接主义学习经历的学生的情绪

长期以来，情感一直是广泛领域中引起人们极大兴趣的问题。一般而言，情感被分为我们所寻求的积极和消极的。但是，有经验支持的连接主义者声称，即使消极情绪也会对学生的表现产生积极影响。尚不清楚的是该过程如何发生。这项研究有两个主要目的。首先，评估在连接主义环境中情绪的普遍程度和分布。其次，提供基于实验的深入分析，以显示负面情绪如何以及何时产生正面影响。这项研究的数据主要是使用9名参与者的辅助性思维方式协议收集的，每个参与者接受10项任务。当前研究的结果证实了负面情绪在连接主义学习环境中的主导地位，并提出了可以解释经验结果变化的模型。讨论了对研究人员和教师在远程教育中的意义。