When being in class, learning, or having a test, pupils may feel a wide range of emotions. These emotions play an important role in learning, influencing learning behavior and performance. Learning can be defined as both a cognitive and affective process. During this process, any activity the pupil is engaged in, and any interaction with others, is likely to trigger one or several emotions (Orlova, Ebiner & Genoud, 2015). Therefore, many studies have been conducted to understand the role of emotions, both positive and negative, in school and particularly when learning. They have shown that the induction of pleasant emotions can, under certain conditions, improve learning by increasing pupils' interest as well as their involvement in the task they have to do. On the contrary, the induction of unpleasant emotions can delay, constrain learning, by decreasing pupils' interest and attention during learning (e.g., Cuisinier, Sanguin-Bruckert, Bruckert, & Clavel, 2010; Espinosa, 2018; Tornare, Cuisinier, Czajkowski & Pons, 2017 ). These results must take into consideration pupils' initial abilities and the type of tasks they are given (Tornare, Cuisinier, Czajkowski & Pons, 2017). Furthermore, a student "with a deficit in his understanding of emotions" would be "less available" for learning (Lafortune, Doudin, Pons & Hancock, 2004, p. 9, our translation).

However, few researches have focused on how these emotions experienced by a pupil remain in his memory (called autobiographical memory) and are likely to play a role in his current and future learning activities and processes. According to the control-value theory of achievement emotions (Pekrun, 2006), one’s affective memories of prior learning influence his expectancy of success or failure and his intrinsic learning task value. Our memories can be either consciously activated when we share them or activated automatically, without being aware of it. A stimulus from our environment can bring back to our mind certain memories and their contents, including emotions (Conway, 2005). Besides, studies have shown that the conscious or unconscious activation of memory can influence short-term psychological well-being. Recalling a negative autobiographical memory can negatively affect mental well-being whereas positive effects can be seen when recalling a positive memory (Philippe & Bernard-Desrosiers, 2017).

At school, for example, we could use this memory to help pupils recall certain positive affective memories of learning, "to reactivate knowledge" by "reiterating the same solicitation and the same positive emotions with the pupil " as during the encoding of the initial learning (Delannoy et Lorant-Royer, 2007, p. 70). So far, most research on pupils’ emotions has been conducted in Mathematics, regarding -mostly- anxiety; while studies in other disciplines or regarding other emotions are rather scarce.

Supported by a comprehensive approach, our doctoral research -conducted in France- investigates affective memories of learning situations in two school subjects: Mathematics and French. To what extent do pupils' affective memories of learning influence the emotions they experience in class? To what extent do affective memories participate in the pupils’ school experience and their identity construction as pupils?

To carry out this study, we implement a multi-instrumented qualitative methodology. The data collection, which we consider as being exploratory, takes place in two middle schools in the city of Nancy, in eastern France. 50 pupils (Eighth Grade), from 4 different classes, fill in questionnaires adapted from well-established and standardized scales (e.g Achievement Emotions Questionnaire as developed by Pekrun and colleagues, 2011; Memory Experiences Questionnaire as developed by Sutin and Robins, 2007). Semi-directive research interviews are also conducted with a recall of learning affective memories, and pupils are asked to fill in a school diary for two weeks to write down what they experienced, learnt, and felt like during each day of school. A simple evaluation scale (adapted from the Self-Assessment Manikin as developed by Gil, 2009) is used to assess the emotional state of the pupils before and after each step of the data collection.

The variety of the tools used allows the pupils to express themselves, in multiple ways in space and time. We plan that this diversity will allow us, by means of cross-lagged analyses, to have a deeper understanding and to portray different aspects of pupils’ learning and emotional experiences regarding their affective memories of learning.

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