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1.
Nick Hopwood 《Studies in Continuing Education》2013,35(2):103-117
Existing literature suggests that doctoral students' learning and experience are significantly influenced by their relationships with a wide range of people within and beyond academic settings. However, there has been little theoretical work focused on these issues, and questions of agency in doctoral study are in need of further attention. This paper draws on sociocultural theory in the analysis of interviews conducted with 33 doctoral students across four UK research-intensive universities. It focuses on agency and frames others as mediating students' experiences whether as embodied or represented in material, or imaginary form. 相似文献
2.
Sara Cotterall 《Teaching in Higher Education》2013,18(4):413-425
Writing occupies a key role in doctoral research, because it is the principal channel students use to communicate their ideas, and the basis on which their degree is awarded. Doctoral writing can, therefore, be a source of considerable anxiety. Most doctoral candidates require support and encouragement if they are to develop confidence as writers. Drawing on interviews with two international doctoral students at an Australian university, this paper examines the writing practices the students have encountered and discusses them in the light of recent research on doctoral writing pedagogy. Analysis of the students' experiences in terms of Wenger's ‘communities of practice’ framework suggests that this perspective fails to account adequately for the power relations that impact on the students' learning opportunities. Examining the students' experiences also highlights the importance of good pedagogy in supporting the development of scholarly writing in the doctorate. 相似文献
3.
Acknowledging the affective in higher education 总被引：1，自引：0，他引：1
This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under‐researched and under‐theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a case study which aimed to map students' emotional journeys over their first year at university. These data highlight the importance of relationships, students' changing emotions over the year, their perceptions of their academic studies and understandings of life at university. The article concludes that it is important to understand the affective dimension in pedagogic encounters and the lifeworld of students, and that it is possible to do so without a collapse into therapeutic discourses. 相似文献
4.
Donna King Stephen Ritchie Maryam Sandhu Senka Henderson 《International Journal of Science Education》2013,35(12):1886-1914
Science activities that evoke positive emotional responses make a difference to students’ emotional experience of science. In this study, we explored 8th Grade students’ discrete emotions expressed during science activities in a unit on Energy. Multiple data sources including classroom videos, interviews and emotion diaries completed at the end of each lesson were analysed to identify individual student's emotions. Results from two representative students are presented as case studies. Using a theoretical perspective drawn from theories of emotions founded in sociology, two assertions emerged. First, during the demonstration activity, students experienced the emotions of wonder and surprise; second, during a laboratory activity, students experienced the intense positive emotions of happiness/joy. Characteristics of these activities that contributed to students’ positive experiences are highlighted. The study found that choosing activities that evoked strong positive emotional experiences, focused students’ attention on the phenomenon they were learning, and the activities were recalled positively. Furthermore, such positive experiences may contribute to students’ interest and engagement in science and longer term memorability. Finally, implications for science teachers and pre-service teacher education are suggested. 相似文献
5.
Sara Cotterall 《高等教育研究与发展》2013,32(2):174-187
While the epistemological and ontological challenges faced by doctoral candidates are well documented, the same cannot be said of the emotional dimensions of the journey. This paper draws on Activity Theory in exploring the role of emotion in the longitudinal doctoral learning experiences of six international PhD candidates studying in Australia. Analysis reveals that writing and supervision practices are common sites of tension but that the prevailing culture of silence militates against systemic change. 相似文献
6.
Wendy McMillan 《高等教育研究与发展》2014,33(6):1123-1135
Most new students experience school to university transition as challenging. Students from backgrounds with little or no experience of higher education are most vulnerable in this transition, and most at risk of academic failure. Emotion appears implicated in the differential way in which first-generation students and students with family familiarity of university experience the transition. This article draws on the voices of first-year dental and oral hygiene students at a South African dental faculty regarding university transition experiences. It draws on the construct of capital and Archer's [(2002). Realism and the problem of agency. Journal of Critical Realism Alethia, 5(1), 11–20] understanding of ‘competing concerns’ to examine how emotion shapes students' experiences of university transition and how they position themselves with regard to these experiences. The article explicates the ways in which emotional commentary and classed locations intersect, exploring the extent to which this intersection shapes young people's framing of their concerns of ‘being a student’ and ‘becoming a dentist’. The article identifies aspects of the university's material and cultural environments which shape students' emotional responses and which consequently are implicated in the perpetuation of class-based differential life chances. 相似文献
7.
There is increasing research on the challenges that Chinese students experience during their time studying abroad, but limited studies have explored how they self-regulate their emotions to address these challenges. This paper identifies key stressors experienced by Chinese postgraduate students during their study in academic institutions in the United Kingdom as well as the emotion regulation strategies that they employed. Understanding the emotional experiences will provide important insights into Chinese students’ learning behaviour and their choice of different emotion regulation strategies when interacting with peers and academic tutors. Emotion regulation strategies believed to improve individual student experiences and their interaction with tutors and peers are discussed. 相似文献
8.
IntroductionAs feedback that nursing students receive during internships triggers emotional episodes, it results in changes in self-esteem, motivation, and learning behaviors. The adaptive or maladaptive nature of emotions is modulated via emotion regulation strategies.MethodTo understand how the students experienced and acted upon these emotional episodes, we applied an existential phenomenological approach.ResultsStudents experience a wide range of emotions in feedback situations. These emotions regularly require the use of emotion regulation strategies. We have described three kinds of such strategies. Based on the results of this and previous studies, we have developed a comprehensive model of feedback processing by students in the context of nursing internships, in which emotions and their regulation are central.DiscussionEmotion regulation strategies are often unconscious and should be developed by students during their training, especially in consciously designed feedback conditions of teachers and instructors, in which students should feel understood, respected, and invited to actively involve themselves in the processing of feedback. Finally, we make a few recommendations to education professionals.ConclusionsFeedback processing by future nurses during internships involves a complex emotional process that affects their behavior, either conducive to learning or not. Emotion regulation strategies may be required in these situations. Moreover, students' emotions are influenced by various determinants, which evolve in a circular dynamic as feedback occurs over time. 相似文献
9.
Michalinos Zembylas 《科学教学研究杂志》2004,41(7):693-719
In this article, the role of young children's emotional practices in science learning is described and analyzed. From the standpoint of performativity theory and social‐constructionist theory of emotion, it is argued that emotion is performative and the expression of emotion in the classroom has its basis in social relationships. Arising from these relationships is the emotional culture of the classroom that plays a key role in the development of classroom emotional rules as well as the legitimation of science knowledge. These relationships are reflected in two levels of classroom dialogue: talking about and doing science, and expressing emotions about science and its learning. The dynamics of the negotiations of classroom emotional rules and science knowledge legitimation may dispose students to act positively or negatively toward science learning. This analysis is illustrated in the experiences of a teacher and her students during a 3‐year ethnographic study of emotions in science teaching and learning. This research suggests the importance of the interrelationship between emotions and science learning and the notion that emotional practices can be powerful in nurturing effective and exciting science learning environments. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 693–719, 2004 相似文献
10.
When preparing for exams, students experience various achievement emotions, which are related to their perceived academic control and achievement regarding their exams. These emotions are shaped by a trait-like stable person-specific component and a state-like variable situation-specific component. Furthermore, it is plausible that students' previous emotional experiences might influence their current emotional experiences. Therefore, the present study aimed to disentangle those three components of achievement emotions (namely person, previous-experience, and situation specific components), and to analyze the extent to which these three components relate to perceived academic control and achievement. Using experience sampling, ninety-eight undergraduate students reported their emotions during the final week of exam preparation. Via latent state-trait theory models, including an autoregressive coefficient, our results showed the three expected variance components for enjoyment, anxiety, and anger, with no person-specific variance component for pride. The more stable components (namely person and previous-experience specific components) were significantly associated with perceived academic control and achievement, particularly for negative emotions. Moreover, results suggest a reciprocal relation between anxiety and perceived academic control. Implications for educators seeking to strengthen students' success are discussed. 相似文献
11.
博士新生如何应对学业困境对其后续发展具有关键作用，是其社会化的核心环节。本研究采用扎根理论的方法，分析了53名博士新生的学习经历。研究发现博士新生可能由于动力缺失、任务过难、环境干扰、资源不足、情感冲击，而在学业层面遭遇缺乏方向、难以投入和反馈消极的困难。当学业困难所产生的负面情绪强烈到能够影响博士生的日常学习时，博士生就陷入学业困境。陷入困境后博士生可能会采取调整投入、调节情绪、寻求帮助等方式积极应对，也可能会采取逃避拖延、放任情绪、自我孤立等方式消极应对。消极应对的博士生，往往会处于拖延和突击交替的状态，使得困境随着时间的推移进一步恶化。积极应对的博士生，可能会通过自我知觉的改善和积极的阶段性结果形成正向反馈，逐步摆脱困境，促进其从局外人向局内人的转化；也可能会由于没有得到及时和足够的正向反馈，转而采取消极的应对方式，不仅没有摆脱困境，反而会陷入更深的困境。 相似文献
12.
This qualitative study explored 4 counselor education doctoral students' 1st‐semester experience. Data analysis revealed students experienced vicissitudes of thought and emotion that varied from self‐doubt to beliefs in their abilities, received information and made decisions about how to engage in their responsibilities, and felt affirmation of their capabilities and qualifications. With this affirmation, students were able to make decisions about further experiences they would have during their program. As the semester progressed, the students experienced greater feelings of confirmation yet returned to vicissitude when faced with new situations. 相似文献
13.
Supervision has been shown to have a high impact on doctoral students' development. However, little is known about how students perceive not only negative but also positive doctoral experiences, as well as their strategies for dealing with perceived problematic situations. The aim of this study is to analyse and relate doctoral students' significant supervision experiences to the strategies they use to cope with these experiences when they perceive them as challenging or negative. A total of 1173 doctoral students from different research-intensive Spanish universities responded to four open-ended questions about their most significant experiences in their doctoral journey, associated feelings and strategies to deal with them. We identified a total of 223 experiences related to supervision that were distributed into five categories: 1) central prerequisites for supervision, 2) supervisor choice, 3) supervision of the research process, 4) coaching and 5) project management. The results showed three distinct ways, as reported by the students, of handling the perceived negative supervision experiences: 1) no strategy, 2) local strategy and 3) regulatory strategy. The results suggest that analysing both positive and negative experiences may better capture variability in students' supervision experiences. A relation between experiences with supervision and students' satisfaction was also detected. 相似文献
14.
The learning process is affected by manifold individual and contextual influences, among them motivation and emotion. Rather than being stable over time and the same under all circumstances, academic motivation and emotions vary and change in complex and dynamic ways. Understanding such processes requires research approaches that capture students' inthe-moment experiences with situation-specific assessments. This endeavor is at the core of the present Special Issue. Based on intensive longitudinal data, the articles aim to shed light on the situational impact on students’ motivational and emotional experiences and behavior. This introduction summarizes reasons why situational assessments and situation-aware analyses are needed and points out the challenges accompanying such situation-focused methods. As an avenue for future method and theory development, we then propose integrating some dynamic systems ideas when studying the short-term dynamics of emotions and motivation in learning situations. 相似文献
15.
《Learning and individual differences》2007,17(1):3-16
This study examined test-related experiences of enjoyment, anger, anxiety, and boredom in a sample of 2059 German school students (50% female) from grade 6, and how they relate to students' abstract reasoning ability (ARA). Emotions were assessed immediately before, during, and after a mathematics achievement test. Analysis of variance showed that emotions experienced during the test situation differed based on students' ARA level, with correspondence analysis revealing substantial differences between the emotional profiles of different ability groups. Enjoyment proved to be most prominent in students with high ARA, whereas anger and anxiety were predominant for students with low ARA. Boredom was found to be highest among students in the intermediate ARA group. Implications for research and practice are discussed. 相似文献
16.
Silvia Casian Amélia Lopes Fátima Pereira 《The International Journal of Art & Design Education》2018,37(3):399-412
This article focuses on the emotions of 13 and 14 year‐old students related to visual art education activities. Our aim is to understand the interference of the students' emotions with the processes of the creation and reception of their own pictures, as well as their characteristics in an art education context. The article adopts a Vygotskian theoretical perspective about emotion and aesthetic education that refers to the biopsychological nature of emotion and its cultural determination. The need to transform emotions in art activities is stressed and the teenagers' pictures are interpreted as a means of communication. The data collection was based on questionnaires and interviews with seventh and eighth grade secondary school students. It is concluded that students' emotions are not only present in the creative process and in its result, but also that they could have a significant positive or negative impact on students' motivation and achievement behaviour in art education classes. In this context, the students' pictures, acting as stimuli, may evoke their emotions. 相似文献
17.
The current investigation was designed to identify emotion states students experience during mathematics activities, and in particular to distinguish emotions contingent on experiences of success and experiences of failure. Students’ task-related emotional responses were recorded following experiences of success and failure while working with an individualised computer-based mathematics learning environment. In addition, relations between these patterns of emotional responses after success and failure experiences and trait-like motivational variables, self-concept of ability, subject value, orientation to learning from errors, goal orientation and causal attributions, were examined. Two separate studies are reported. In Study 1 emotions associated with success and failure experiences in mathematics were investigated in relation to self-concept of ability, subject value and orientation to learning from errors. In Study 2, patterns of emotion following success and failure were examined in relation to students’ goal orientation and their causal attributions for success in school. 相似文献
18.
《Parenting, science and practice》2013,13(2):105-126
Objective. This study explored the emotional experiences of mothers in interacting with their 2-year-old children and examined interrelations among maternal emotion, family distress, and observations of parenting sensitivity. Design. Sixty mothers and their 2-year-old children were observed interacting during both enjoyable (free play) and challenging (waiting) interaction tasks, and mothers provided self-report information about their emotional experiences during each task. Mothers also completed self-report measures to assess family distress. Results. Mothers experienced and expressed a range of positive and negative emotions during interactions with their toddlers, however, mothers' expressed (observed) and experienced (self-reported) emotions were generally uncorrelated. Mothers reported experiencing more positive emotion during interactions characterized by less child negativity and less negative emotion during interactions characterized by child expressions of positive emotion. Mothers' self-reported emotional experiences during interactions with their children moderated the associations between family distress (as reported by mothers) and sensitive parenting behaviors (as observed during parent-child interaction). Conclusions. Findings support a conceptualization of parenting as multiply determined by child, parent, and family contextual factors, with emotion serving an integral role. Results are also discussed with regard to parenting emotion as a potential target for intervention in distressed families. 相似文献
19.
Svetlana Zhuchkova Evgeniy Terentev Aray Saniyazova Saule Bekova 《Higher Education Quarterly》2023,77(2):215-231
Departmental academic support plays an important role in a doctoral journey. However, different types of support may be related to different outcomes. This paper aims to provide a categorisation of types of departmental academic support and analyse the relationship between these different categories of support and doctoral students' confidence that they will complete their dissertations. The empirical base for the research is data from a cross-institutional survey of doctoral students at six Russian universities. Based on the results of latent class analysis (LCA), we distinguished six types of departmental academic support depending on the functions performed by supervisors, other faculty members and department heads. Consistent with previous research, we found that departmental academic support plays a crucial role in doctoral students' experiences and outcomes, while lack of support is related to a lower level of confidence about completing a dissertation. At the same time, our results provide evidence that excessive collective engagement in doctoral students' work from departmental staff may be less effective than the strong engagement of a supervisor, assisted by informational support from other staff members. 相似文献
20.
What do literacy events look and feel like for doctoral students, and how do these events overlap intertextually, materially and relationally? The last three decades have seen a rapid diversification in doctoral education where new opportunities for study, combined with an increasingly competitive landscape, have disrupted what it means to undertake a doctorate, as well as reshaping the literacy practices that comprise doctoral experiences in new ways that have not been fully explored. To understand literacies in new ways, we put to work the construct of literacy-as-event, and engage ideas from assemblage theory, to theorise the relationality of literacy practices. Crucially, our study seeks to examine how literacies are emergent and entangled within a wider network of relations. This article draws on data from interviews involving critical incidents with 12 doctoral students, in order to unpack the literacy moments, beyond the thesis, that comprise students' experiences. Our data suggest that we can understand doctoral literacies, not as bounded occurrences, but as assemblages of practices. We contend that thinking with concepts of assemblage and of event offers new insights into the evolving experiences of doctoral students, as well as offering an enriched understanding of literacies and literacy research. 相似文献