Interest And The Curious Emotion

Emotions are interesting because everyone feels them, most people do not know how emotions take their curse and arguably no one really knows how emotions function. There are many theories aimed precisely at defining emotions and how they work but there is a lot of work to be done. An article posted in the New York Time’s website about a week ago explains a wonderful aspect about emotions and how people can utilize emotions to benefit their lives.

Motivation is the interest of the individual in learning. Goleman, Boyatzis and McKee (2013) stated that motivation refers to the comparison between self improvement and wealth and status pursuit. An employee needs both internal and external motivation both. Emotional maturity includes initiative and commitment in completing a particular task and perseverance of adversity. The person should have the ability to motivate own self.

Attempts to define “emotion” have proved to be rather difficult. Instead of searching for a comprehensive definition, Gross (2011) describes the three core features of emotions. First, emotions occur when an individual decides that a situation is relevant to his or her goals. Second, emotions are multi-faceted, and involve both subjective and physiological experiences, as well as behaviors. The third feature involves the authoritative nature of emotions. They have the powerful ability to interrupt ongoing processes, assert their priority over other activities, and force their way into awareness. For example, some traditions describe emotions as “disorganized interruptions of mental activity” (Salovey & Mayer, 1989). Emotions are such an

After reading about the six different occupational themes, I think the theory that goes with my work personality the most is the conventional theme. Those that fit the conventional theme typically have a need to feel secure and like to be in a routine, they value structure. They are organized, efficient, and detail-oriented. I think I fit this category because I really value organization, routine, and structure. Conventional people are typically interested in accounting, investing, and information systems. At work they deal with numbers and data, setting up procedures and systems, and keeping records. These work activities and interests describe what I am interested

Motivation and emotion are closely linked concepts that affect behaviour. Motives affect emotion and emotion has related motivational properties. Motivation is defined as a reason or reasons for acting or behaving in a certain manner as it gives directions to our emotions, feelings and actions. Similar to motivation, emotions also activate and affect behaviourisms but emotion is rather a more subjective, complex experience resulting in behavioural changes. (Quizlet.com, 2016) (Alleydog.com, 2016) (En.m.wikiversity.org, 2016)

The affect is typically positive since it enhances a person’s level of energy, improves the endurance while accomplishing a particular goal along with improving a their thinking process. There are two types of motivation; extrinsic which is resolute by a person’s environmental surroundings and certain tasks. Intrinsic originates from a person’s consideration of how invaluable a task can be perceived. (Ormrod, J., 2014) As a result, when employing the influence that motivation has on the process of learning it is evident that people learn effectively based on how valuable they perceive the task, subject material, individual goals and a variety of other factors to be. Students are usually motivated by extrinsic elements whereas others maybe entirely motivated by intrinsic elements in either situation the information attained is of enormous value to them in order to achieve their

In Ganah’s article (2012), motivation is stated as “essential for successful learning as less able students who are highly motivated can achieve greater success than more intelligent students who are not well motivated” (p. 251). I believe this author described motivation dead on. For my students in their Special Olympic competition, motivation was key. We as their coaches along with their fellow athletes stood at the finish line whether it was on the track or at the end of the pool, we stood cheering for them and they would run faster, swim harder, or work harder to finish. Just like motivation is key for the athletes I worked with, it is also key in the classroom. In the short essay, Motivating Factors in Child Learning (1937), the author gives us many factors that can influence a student’s motivation. Although this article was written many many years ago I can see the relevance in some of the methods. In the article I read about how a student’s emotions can effect how they learn (Mast, p.3). This was found true in my students. My students would have off days just like myself and any other human being. We modified their classwork on their bad days so that they could still accomplish some task but they were able to do it in their time. Helping my students was my ultimate goal and so modifying their classwork so they still complete some work only helped

This helps to allocate their thought process of how they think and feel. This then guides the way it makes them feel also the thought process behind it. Emotion leads to behavior; which influences how we think and feel.

Emotions can affect motivation negatively or positively. As previously stated, emotions are a state of consciousness and sets

A debate for emotion is whether or not the bodily arousal, behaviors, or conscious experiences cause the emotional behaviors or if it’s vice versa. Schachter and Singer believed that “an emotional experience requires a conscious interpretation of arousal: Our physical reactions and thoughts together create emotion.” (p. 461). This is called the Two-Factor Theory and it explains how physical arousal and cognitive appraisal weave together to create our emotions and how we act upon them. This means that when humans are presented with any type of situation, our body will react in a way that will trigger a memory of an identical situation or one similar to predict an interpretation, and those two combine to create our emotion regarding that affair. This is

Arousal is important in alertness , information processing and attention . And arousal make some behaviours motivating, such as sexual activity , mobility and the fight-or-flight response .

Shakespeare presents enlightening emotional responses to characters who are perceptive to discovery, like Miranda and Ferdinand. Miranda upon encountering Ferdinand, sees him as “ a thing divine, for nothing natural. I ever saw so noble”. The discovery of Ferdinand using emotive language, reveals that Miranda has experienced both and emotional and intellectual response; emotional in the sense that it facilitates love, and intellectual as it challenges her previously held perceptions of accepted male/female gender relationships, based on failures by her distant controlling father - Prospero - and rapacious foster brother - Caliban. Similarly, Ferdinand undergoes a romantic discovery by meeting Miranda leading him to re-evaluate his previous

Being curious means you are inquisitive, and have the desire to know more. You want to go further and deeper, and ask plenty of questions. Curiosity is valuable because many people lose their child-like state of wonder and curiosity when they grow up. Curiosity will give you opportunities to understand more and uncover truths. However, there are negative types of curiosity. For example, obsessing over celebrity news and gossip and following closely to all the rumors is unhealthy. Eavesdropping on a conversation or going through someone’s phone or bag is also wrong. Gossiping about classmates and friends is still someone being curious about someone else’s private matter. All in all, curiosity has helped humans advance in many ways, and continues

In “Your Emotional Mind” covered in Chapter 1, I learned many interesting things about emotional intelligence, such as an emotion being defined as a feeling state, distinguishing the difference between a thought and a feeling lays the foundation for emotionally intelligent behavior, and how emotional reactivity can become a bad habit. Although these subjects were interesting, I was more enthralled with the Temporal Theory of Primary Emotions and diagram showing three primary emotions of anger, sadness, and fear in relation to the past, present, and future.

According to Licht, Hull, & Ballantyne (2016), one theory that explains what motivates an individual to act, feel, or think is the Arousal Theory (p. 363). This theory proposes that