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Emotional labeling is a cognitive process that involves identifying and naming one's emotions, such as anger, fear, happiness, or sadness. It allows individuals to recognize and express their internal emotional states, a critical aspect of emotional regulation and communication. Labeling emotions requires more than mere recognition; it also involves drawing upon memory and contextual cues to understand the current situation and apply a corresponding emotional label. For instance, feeling...
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Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or...
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Richard Lazarus' cognitive mediational theory highlights the pivotal role of cognitive appraisal in shaping emotional responses. According to this theory, the evaluation of a stimulus — based on personal values, goals, beliefs, and expectations — mediates the emotional response. This appraisal process is immediate and often occurs unconsciously, influencing the intensity and nature of the resulting emotion.
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Metacognition01:26

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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Introduction to Learning01:18

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Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
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Cognitive Learning01:21

Cognitive Learning

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
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Related Experiment Video

Updated: Jul 15, 2025

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Structural Relationships between Learning Emotion and Knowledge Organization and Management Processes in Distance

Shoeb Saleh1,2, Rommel AlAli1, Yousef Wardat3

  • 1The National Research Center for Giftedness and Creativity, King Faisal University, Al-Ahsa 31982, Saudi Arabia.

European Journal of Investigation in Health, Psychology and Education
|September 27, 2023
PubMed
Summary

Learners show high engagement in distance learning, with passion and self-regulation significantly impacting knowledge management. Self-regulation acts as a key mediator in this process.

Keywords:
distance learningharmonious passion emotional obsessionknowledge managementself-regulation

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Area of Science:

  • Educational Technology
  • Psychology of Learning
  • Knowledge Management

Background:

  • Distance learning adoption necessitates understanding learner engagement and passion.
  • Learning passion, a strong desire for meaningful activities, drives knowledge acquisition and application.
  • Assessing learners' practices in emotion processes, knowledge management, and organization is crucial in digital environments.

Purpose of the Study:

  • To measure learners' practices of learning emotion processes, knowledge management, and organization in distance learning.
  • To identify the effects of learning emotion (harmonious passion, emotional obsession) on knowledge management.
  • To examine the mediating role of self-regulation in the relationship between emotion and knowledge management.

Main Methods:

  • Descriptive correlational approach.
  • Utilized tangible indicators to measure learning emotion, self-regulation, and knowledge management.
  • Employed structural equation modeling to validate the proposed path model.

Main Results:

  • Learners' practices in emotion processes, knowledge management, and organization were above average.
  • Significant correlations were found between emotion, self-regulation, and knowledge management.
  • Learning emotion significantly influenced self-organization and knowledge management, with self-regulation as a key mediator.

Conclusions:

  • Learners exhibit robust engagement in distance learning environments.
  • Self-regulation is a critical mediator connecting learning emotion to effective knowledge management.
  • Findings support the integration of passion and self-regulation strategies in distance learning design.