Emotion and learning: the journey to becoming a scientific researcher

The idea that science and emotion are inherently antagonistic has been challenged by growing evidence that demonstrates the profound connection between these two domains. Emotions are integral to scientific practices, often operating subconsciously to provide direction, motivation, and coherence in scientific inquiry. This paper explores the relationship between emotions and learning by examining the challenges and joys of becoming a scientific researcher—specifically, the process of being accepted as a fully-fledged member of the academic scientific community. It investigates how doctoral students navigate uncertainty, experience feelings of insecurity and fear of failure, and encounter moments of pride and excitement throughout their learning journeys. The study highlights that these mixed emotions are integral to the learning process as novices seek legitimation within the community they aspire to join. The research employs the Circumplex Model of Emotions (Larsen & Diener, 1992; Russell, 1980) to identify the wide range of emotions experienced during periods of transition and to analyze the emotional dynamics of this journey. By emphasizing emotional balancing over time, the study demonstrates that learning to become a scientist involves developing the capacity to exert control over one's environment and explore other communities where legitimacy can be established. Empirical evidence is drawn from 54 periodic interviews conducted with 18 French doctoral students over an eight-month period coupled with written stories and portfolios provided by the informants. The study illuminates the role of emotions in learning, enhancing our understanding of the dynamic interplay between emotion and scientific knowledge production.