This paper examins the psychological processes and neuroscientific mechanisms that underpin the learning process.
As highlighted by the above research, an individual’s emotions, motivation, and feelings of efficacy and self-control can have a significant impact on their learning outcomes.
In fact, the evidence suggests that this can happen at a behavioural, cognitive, biological, and neurochemical level.
Consequently, it is important that instructors are aware of how different factors can affect learning so that they can effectively support individuals to perform to the best of their ability.
Instructors should therefore aim to create an environment which will ensure that learners; experience positive and activating emotions, feel intrinsically motivated, believe that they are competent enough to be successful, and feel in control of their learning.