Imagine a child is learning to ride a bike. The child may be motivated to learn because they want to be like their older siblings or friends who can ride a bike. They may also be motivated by the feeling of accomplishment they will experience when they finally learn to ride.

The child’s affect, or emotional state, will also play a role in their learning. If the child is feeling happy and excited, they will be more likely to be motivated to learn. However, if the child is feeling frustrated or scared, they may be less likely to persist in learning.

The child’s parents or teachers can also play a role in guiding the child’s motivation and affect. They can provide positive reinforcement when the child makes progress, and they can help the child to manage their emotions when they are feeling frustrated.

Here is a more detailed analysis of the episode of learning from the perspective of guided motivation and affect:

• Motivation: The child is motivated to learn to ride a bike because they want to be like their older siblings or friends who can ride a bike. They also want to feel the sense of accomplishment that comes with learning a new skill.
• Affect: The child’s affect is positive when they are first learning to ride a bike. They are excited and eager to learn. However, they may experience negative emotions such as frustration or fear when they encounter challenges.
• Guided motivation and affect: The child’s parents or teachers can help to guide their motivation and affect by providing positive reinforcement when they make progress, and by helping them to manage their emotions when they are feeling frustrated. For example, the parents or teachers could praise the child for every time they get on the bike and try to ride. They could also help the child to break down the task of learning to ride a bike into smaller, more manageable steps.

By understanding the role of guided motivation and affect in learning, we can better support children and adults as they learn new skills.

Here are some other factors that can influence guided motivation and affect in learning:

• The learner’s self-efficacy, or belief in their ability to succeed.
• The learner’s interest in the task.
• The learner’s prior knowledge and experience.
• The learning environment.
• The social context of the learning.