With the exception of the plethora of research on test anxiety (Hill &
Wigfield, 1984), the link between affect and cognitive processing in academic
contexts has been largely ignored (Pekrun, Goetz, Titz, & Perry, 2002). Thus,
although there are recent theoretical advances in our understanding of the re-
lation between affect and cognitive processing generally (e.g., Forgas, 2000c),
we know very little about how affect influences cognitive processing for spe-
cific academic tasks. Therefore, in this chapter, we apply current social psy-
chological theories linking affect and cognition to the academic context. We
begin by providing an overview of general theories linking affect to cognitive
processing. We then review the limited research linking affect and cognitive
processing in academic contexts, focusing in particular on our work in the ar-
eas of conceptual change in science understanding as well as learning mathe-
matics, and apply the more general theories to academic contexts using the
empirical research as a guide for our suggestions about directions for future
research.

TOWARD A MODEL OF AFFECT
AND COGNITIVE PROCESSING

There are many separate models of affect and cognition, but few models that
attempt to integrate affect and cognition. Any attempt to link affect to moti-
vation or cognition requires that the constructs be clearly defined. Affect it-

3

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Role of Affect in Cognitive

Processing in Academic Contexts

Elizabeth A. Linnenbrink
The University of Toledo

Paul R. Pintrich
The University of Michigan

57