Abstract
In this research, an hypothesis that affects in learning behavior were composed of the addition of “behavior-related affects” and “result-related affects” was set up, and the hypothesis was examined. In a first study, affects in learning behavior by operating the “behavior-related affects” and the “result-related affects” were measured. In positive affects, the results supported the hypothesis, while they didn t support the hypothesis in negative affects. Moreover, the results showed that the shift from positive affects to negative affects was large in the learning behavior which children liked and the shift was small in the learning behavior disliked by children. In a second study, the teacher's understanding of school age children's affects was examined. The results showed that it was difficult for the teacher to understand children's ambivalent affects and neutral affects. And the results showed that the teacher misunderstood children's negative affects.
