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Shame and learning

Paul Shane1

  • 1Department of Education.

The American Journal of Orthopsychiatry
|April 1, 1980
PubMed
Summary

Examining cognitive shame helps students and educators manage classroom challenges like trust and loneliness. Overcoming this shame fosters learning, mastery, and competence, with broader mental health applications.

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Area of Science:

  • Psychology
  • Education
  • Mental Health

Background:

  • Classroom settings present unique challenges related to trust, loneliness, and separation.
  • Cognitive shame can impede student engagement and learning.
  • Addressing emotional factors is crucial for effective education.

Purpose of the Study:

  • To explore how examining cognitive shame can improve coping mechanisms in educational environments.
  • To investigate the link between overcoming cognitive shame and academic achievement.
  • To discuss the relevance of these findings for mental health practices.

Main Methods:

  • Conceptual analysis of cognitive shame within educational psychology.
  • Review of existing literature on shame, learning, and classroom dynamics.
  • Exploration of theoretical frameworks connecting emotional regulation and academic success.

Main Results:

  • Cognitive shame examination offers educators and students tools to navigate trust, loneliness, and separation.
  • Successfully addressing cognitive shame correlates with enhanced learning, mastery, and competence.
  • The principles discussed have potential applications beyond the classroom.

Conclusions:

  • Integrating cognitive shame awareness can transform classroom dynamics and student well-being.
  • Overcoming cognitive shame is a pathway to academic and personal growth.
  • The study highlights the interconnectedness of mental health and educational outcomes.

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