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Teaching practices are challenged by the need to motivate students, placing teachers at a crossroads between old and new models. As a historical institution, the school has adapted to the constantly evolving field of science. Furthermore, traditional teaching models primarily focus on instilling concepts in students, paying little attention to their emotions and feelings. These emotions have become harder to manage due to the widespread use of smartphones and artificial intelligence. This research project explores the relationship between positive emotions and motivation to optimise mobile and peer learning. A sample of 208 first-year high school students was selected and divided into two groups: a control group and an experimental group. The experimental group participated in educational activities designed to evoke positive emotions (such as confidence, gratitude, love, joy, admiration, cheerfulness, calmness, curiosity, hope, empathy, enthusiasm, amusement, optimism, satisfaction, inspiration, and passion) at the beginning of each lesson. The results show that this approach motivates students to participate and interact positively with their peers, creating an environment conducive to personal or self-directed learning.

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Integrating Positive Emotions to Support Self-Directed Learning

  • 章节

  • 发表日期：

    2026年

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  • Hommane Boudine,
  • Meriem Bentaleb,
  • Driss El Karfa,
  • Khadija Slimani,
  • Abderrahim Tayebi

摘要

Teaching practices are challenged by the need to motivate students, placing teachers at a crossroads between old and new models. As a historical institution, the school has adapted to the constantly evolving field of science. Furthermore, traditional teaching models primarily focus on instilling concepts in students, paying little attention to their emotions and feelings. These emotions have become harder to manage due to the widespread use of smartphones and artificial intelligence. This research project explores the relationship between positive emotions and motivation to optimise mobile and peer learning. A sample of 208 first-year high school students was selected and divided into two groups: a control group and an experimental group. The experimental group participated in educational activities designed to evoke positive emotions (such as confidence, gratitude, love, joy, admiration, cheerfulness, calmness, curiosity, hope, empathy, enthusiasm, amusement, optimism, satisfaction, inspiration, and passion) at the beginning of each lesson. The results show that this approach motivates students to participate and interact positively with their peers, creating an environment conducive to personal or self-directed learning.