Learning new things often comes hand in hand with a rollercoaster of emotions. Those situations where you felt clueless and out of your depth are moments of acquiring knowledge. They can be daunting! Fear and shame start to drive your stress hormones, flooding your system. Your primal instincts then kick in to fight, flee, or freeze. Which ultimately hinders the learning process.

Interestingly, your brain's response to such situations inhibits the very centers that are essential for effective learning. Memory, critical thinking, judgment, analysis, and creativity – all vital aspects of acquiring new skills – are compromised when you feel incapable. This lack of control over your capabilities creates a learning barrier, obstructing your ability to grasp new concepts.

Conversely, when you engage with situations that evoke a sense of cleverness and flow, your willingness to learn is invigorated. You become more attuned, your focus sharpened, and the gates to creativity fling open. A burning desire to solve problems propels you forward. That resulting environment is conducive to effective learning.

The concept of occupational justice underscores the significance of meaningful and enriching activities in your life. Your capacity to learn plays a pivotal role in your ability to engage with these activities and achieve occupational justice. A prime example of this phenomenon is the Pygmalion effect, where positive expectations surrounding performance lead to better outcomes. Conversely, negative expectations yield the opposite results, reinforcing the impact of your feelings and mindset on your learning journey.

Ultimately, your perception of your own intelligence and learning potential wields considerable influence over your present and future experiences. We have the right and innate ability to learn and succeed, and this understanding empowers us to seek out and create environments that foster growth. Recognizing what triggers our feelings of competence and capability acts as a compass, guiding us towards effective learning and the fulfillment of our innate potential.

Consider if you can access what makes you learn to learn with the following questions.

Do you choose particular learning tasks or subjects?

Do you learn things a certain way?

What does your self-talk sound like?

What do you need in order feel competent, capable?

REFERENCES

Szumski, G., & Karwowski, M. (2019). Exploring the Pygmalion effect: The role of teacher expectations, academic self-concept, and class context in students’ math achievement. Contemporary Educational Psychology, 59, 101787.

Kinsella, E.A., Durocher, E. (2016) Occupational Justice: Moral Imagination, Critical Reflection, and Political Praxis. OTJR: Occupation, Participation and Health 2016, Vol. 36(4) 163–166. DOI: 10.1177/1539449216669458