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An optimal motivation for learning is one of the fundamental prerequisites for study success, it is therefore understandable that experts are still looking for additional ways to positively influence university students in this field. One option is the coherent and deliberate use of the close interdependence of motivational and emotional processes. In our reflections, we assume that the low motivation level of university students to learn can be caused by their dissatisfaction with certain areas of their lives. The emotions that they experience may prevent them from experiencing the enjoyment of learning, negatively influence attention, concentration, and will, which reflects in their lack of interest and even indifference to learning activities and consequently in deterioration of their learning outcomes. To find out how the students of the VSB – Technical University of Ostrava are satisfied with selected areas of their lives, we presented them with a series of ten consecutive stimuli (one stimulus = a pictogram and a descriptive word) that represented the domains of health – interpersonal relationships – studies – finances – personality characteristics. During the time the student followed the given stimuli, we measured their galvanic skin response (GSR) and in this manner followed the physiological manifestations of their emotions. After completing the measurement, the student completed a non-anonymous questionnaire in which they were required to comment on the quality of the emotion they felt during each stimulus. We compared the obtained data with the study success and verified potential dependencies.

Study Results of University Students in the Context of Experiencing Positive Emotions, Satisfaction and Happiness