The Role of Emotions and Motivational Beliefs in the Argumentative Discourse of Social
Science. The Importance of Developing this Ability in Science Education
DENÍ STINCER GÓMEZ
Doctoral Program in Psychology, National Autonomous University of Mexico, Ciudad Universitaria,
México City, CP 04510
Scientific argumentation has been a way of communication implemented in many countries
around the world throughout their mid level educational programs and upwards. Its
epistemological nature facilitates the acquisition of scientific knowledge, contributing to
student’s familiarization with scientific culture. The significance of arguing in science, is the
center of some studies currently been conducted. The most significant investigations stress
their attention in cognitive components. In this paper I focus in affective components,
particularly in the argumentative discourse of social science.
The present research asserts that some emotions and motivational beliefs about the arguing
task impact favorably or unfavorably the quality of an argumentative speech and the argument
acceptance. To deeply explore on this matter an empirical research took place and the results
showed that, emotions like: certainty, tolerance, familiarity with the counter argument,
constructive criticism and rigorous but positive attitudes from colleagues are favorable to
argumentative tasks. Also, motivational beliefs which lead to a plausible knowledge and high
self confidence are favorable to the task.
By contrast, emotions like: fear, anxiety, intolerance, rejection toward controversy and low self
confidence are unfavorable to the argumentative task. These results highlight the relevance of
affective components improving argumentation skills and their importance in scientific
knowledge development.