Abstract
The idea that science and emotion are inherently antagonistic has been challenged by growing evidence of their deep interconnection. Emotions are integral to scientific practice, often operating subconsciously to provide direction, motivation, and coherence. This paper examines the relationship between emotions and learning through the experiences of doctoral students becoming members of the academic scientific community. It explores how they navigate uncertainty, insecurity, fear of failure, and moments of pride and excitement throughout their learning journeys. The study adopts a qualitative longitudinal design based on 54 interviews with 18 French PhD students conducted over eight months, complemented by reflective narratives and portfolios. The analysis integrates the Circumplex Model of Emotions with insights from the Sociology of Science. This framework captures both the affective dynamics of doctoral work and the institutional contingencies that condition them. Findings show that doctoral learning rarely occurs in emotionally “pure” states. Instead, early participation is typically characterized by co-activation, in which negative/high-arousal emotions (e.g., anxiety, pressure) coexist with positive/high-arousal emotions (e.g., interest, excitement). From this baseline, three pathways emerge: (1) when micro-tasks become manageable and institutional support is present, co-activation fosters sustained participation and legitimacy; (2) when negative emotions become chronic, they lead to low-arousal depletion and disengagement; and (3) when academic careers appear non-viable, negative affect induces projective agency and enables redirection toward alternative communities. By clarifying when “feeling bad” remains functional versus becomes corrosive for learning, the study illuminates the role of emotions in learning. It advances a processual understanding of how emotions mediate legitimacy, participation, and scientific knowledge production.