Ray Land

PDFL6 | There is another full copy in a different location with the same ID number | https://link.springer.com/chapter/10.1007/978-94-6300-512-8_6 |Building on Luthans et al’s (2007) construct of Psychological
Capital (PsyCap) as one measure of the affective dimension of learning, the chapter explores firstly the potential relationship it has to academic performance before moving on to a consideration of any potential utility it might have as a means of explaining why some learners remain trapped in, or fail to enter, the liminal space and others emerge from the space to inhabit a new place of being. It argues that the malleable nature of some psychological states render them meaningful in a learning and teaching context not only because of their explanatory function but as a potential source of intervention to support a positive learning experience | Threshold transformations involve both cognitive and affective changes in individuals, causing them to view and experience the world differently. ​ The process of transformation associated with the acquisition of a threshold concept is often described as a highly emotive experience, with students frequently expressing fear or apprehension. ​ Learners' experiences with threshold concepts and their willingness to engage with liminality vary between individuals. ​ Psychological characteristics such as resilience, hope, optimism, and self-efficacy can influence learners' ability to cope with liminality and persist in the face of uncertainty. ​| The concept of "emotional capital" and the idea of psychological capital (PsyCap) can help explain why some learners are able to navigate the liminal space and acquire new conceptual frameworks, while others struggle or remain stuck. |

Contents
1. Introduction
2. Affective Dimension of Learning
3. Hope
4. Optimism
5. Emotional Security and Resilience
6. Psychological Captial
7. Liminality and Affect
8. The Liminal Tunnel
9. Emotional Capital
10. Effort and Agency
11. Conclusion
12. References

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From R. Land et al. (Eds.), Threshold Concepts in Practice, 67–76.
© 2016 Sense Publishers.

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RT - Instruction
BT - Perception
NT - Engagement
UF - The document is about the affective dimensions of learning and how psychological characteristics, such as resilience, can influence students' ability to navigate liminality and engage with threshold concepts.
SN - (This entry does not reference a hierarchical list)… (más)