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1.
Michalinos Zembylas 《Distance Education》2008,29(1):71-87
The aim of the research study reported in this article was to investigate how adult learners talk about their emotions in the context of a year‐long online course, the first online course these adults take, as part of a distance education program. The theoretical and methodological approach focused on formulating an account of how emotion discourses are used by learners, what role they play in online learning, and how they change over a one‐year period (if they do so). The findings of this study provide three insights: (1) they show how adult learners (who also happen to be novice online learners) respond emotionally and talk about their emotions in relation to online learning; (2) they call attention to the ways in which emotion talk changes from the beginning of the course to the end, always in response to specific demands and dimensions of online learning; and (3) they reveal the differential emotional responses between men and women in relation to their social and gender roles and responsibilities. Empirical and policy implications of this study are discussed at the end. 相似文献
2.
Bieg Sonja Grassinger Robert Dresel Markus 《European Journal of Psychology of Education - EJPE》2019,34(3):517-534
European Journal of Psychology of Education - Characteristics of teaching are associated with the emotions students experience in the classroom; however, empirical evidence regarding longitudinal... 相似文献
3.
Sara Värlander 《Teaching in Higher Education》2013,18(2):145-156
A growing, but still relatively small body of research underscores the importance of attending to students’ experiences and emotions in higher education. One specific context in which emotions have a focal role is formal feedback situations. The aim of this paper is to provide a literature overview on the role of emotions, in sociology in general and learning in particular, and to draw on this literature in order to tentatively suggest how the role of students’ emotions can increasingly be accounted for in the context of feedback situations. The claim of the paper is that emotions should not be considered as hindering learning. Rather, it underlines the focal role of emotions in learning as being a natural part of it. The paper suggests that learning activities such as ‘feedback preparation activities’ and ‘feedback-on-the-feedback’ can be helpful in order to acknowledge students’ emotions in formal feedback situations. 相似文献
4.
This paper presents findings of a qualitative interview study of the role of emotions in the professional identity of student teachers. Strong positive and negative emotions (mostly related to pupils and supervisors) were expressed about personal teaching experiences. The results confirm that emotions play an important role in social learning and, therefore, influence the development of professional identity. The two most important findings were that negative emotions exercised the strongest influence and that supervisors neglected the role of positive emotions as a support for learning. The study supports the concept that it is important for teacher educators to help student teachers understand their emotional experiences (focusing foremost on positive factors in their experience) and to develop the ability to express their own emotions in addition to understanding the emotions of others. 相似文献
5.
The self-efficacy of prospective primary teachers was studied, considering in particular the relationship of that construct with the emotions they expect to experience as future science teachers, differentiating between when they will be teaching the content of the ‘nature sciences’ (biology and geology) and that of the ‘hard sciences’ (physics and chemistry). The study instrument was a questionnaire completed by 188 prospective primary school teachers in their initial education at the University of Extremadura during the academic year 2009/2010. The results showed them to mostly have positive emotions towards nature sciences and negative towards the hard sciences. While their beliefs concerning their self-efficacy are significantly related to their emotions about their future teaching of the hard sciences, high self-efficacy was significantly correlated with more positive emotions and fewer negative emotions towards physics and chemistry. 相似文献
6.
Levy Michal Khoury-Kassabri Mona 《European Journal of Psychology of Education - EJPE》2022,37(4):1165-1188
European Journal of Psychology of Education - Current research has focused largely on teachers’ practices in order to promote safe and peaceful classrooms; however, research on how teachers... 相似文献
7.
《Teaching and Teacher Education》2000,16(8):811-826
This paper describes the conceptual framework, methodology, and some results from a project on the Emotions of Teaching and Educational Change. It introduces the concepts of emotional intelligence, emotional labor, emotional understanding and emotional geographies. Drawing on interviews with 53 teachers in 15 schools, the paper then describes key differences in the emotional geographies of elementary and secondary teaching. Elementary teaching is characterized by physical and professional closeness which creates greater emotional intensity; but in ambivalent conditions of classroom power, where intensity is sometimes negative. Secondary teaching is characterized by greater professional and physical distance leading teachers to treat emotions as intrusions in the classroom. This distance, the paper argues, threatens the basic forms of emotional understanding on which high-quality teaching and learning depend. 相似文献
8.
Prior research has demonstrated that achievement goals for teaching matter for student learning and teacher experiences. While previous studies have primarily focused on how goals differ between individuals, educational theorists and practitioners have proposed that investigating variation within individuals may be more suitable for explaining their daily experiences. To investigate the magnitude of within-person variation in goals, we distinguished between temporal variability and context specificity and tested their relevance for differences in emotional experiences when teaching. One-hundred-and-eight higher education teachers participated with 213 courses and 949 consecutive course sessions across an average of five weeks. Before each session, they reported their current achievement goals, and directly afterwards, the emotions they experienced throughout the respective session. We used multilevel analyses to investigate sources of variation in these constructs. Results indicated that between half and two thirds of the variability in goal pursuit could be attributed to a stable-general fraction (between-level: different teachers), and that goal pursuit also had substantial amounts of variable-general (different semester weeks of the teachers), stable-specific (different courses of the teachers), and variable-specific (remaining session variance) fractions. Variability in emotions could also be attributed to these four fractions to a substantial extent, with the stable-general fraction being lower than for the goals. Further, emotions were systematically related to achievement goals, with different effects being observable for the different levels. Taken together, these findings contribute to a better understanding of how to conceptualize and assess achievement goals for teaching and how they are intertwined with emotions. 相似文献
9.
10.
Extending research on teachers’ emotions beyond general educational contexts and Western samples, we examined how teachers’ emotions correlated with their emotional labour strategies and classroom management self-efficacy with an East-Asian sample in an English teaching context (127 Korean English teachers). Surface acting (emotional expressions modification) correlated positively with anxiety and frustration, whereas deep acting (internal feelings modification) correlated positively with enjoyment and pride and negatively with anxiety. Enjoyment and anger correlated positively and frustration negatively with classroom management self-efficacy. Enjoyment and frustration were documented as mediators in the relationship between emotional labour strategies and classroom management self-efficacy. The results suggest that deep acting is linked to experiencing positive emotions, which in turn is positively related to classroom management self-efficacy, whereas surface acting is linked to experiencing negative emotions, which in turn relates negatively to classroom management self-efficacy. Theoretical and educational implications will be further discussed. 相似文献
11.
Based on control-value theory, we expected reciprocal associations between school grades and students' achievement emotions. Existing research has employed between-person designs to examine links between grades and emotions, but has failed to analyze their within-person relations. Reanalyzing data used by Pekrun et al. (2017) for between-person analysis, we investigated within-person relations of students’ grades and emotions in mathematics over 5 school years (N = 3,425 German students from the PALMA longitudinal study; 50.0% female). The findings from random-intercept cross-lagged modeling show that grades positively predicted positive emotions within persons over time. These emotions, in turn, positively predicted grades. Grades were negative predictors of negative emotions, and these emotions, in turn, were negative predictors of grades. The within-person effects were largely equivalent to between-person relations of grades and emotions. Implications for theory, future research, and educational practice are discussed. 相似文献
12.
In educational research, emotion has attracted substantial attention since the mid-1990s. While there are many studies of teacher emotion in educational change in the West, there is a remarkable dearth of such studies in China. This qualitative study attempts to address this issue by examining teachers?? emotional experiences in the national curriculum reform of senior secondary education in China. Results indicate that teachers revealed complex emotional responses to the reform. These emotions were related to teachers?? perceptions about the use of new textbooks, teaching approaches, and, more importantly, the uncertain changes in college entrance examinations. Three types of teachers with different emotions and professional identities are identified in the reform (i.e., the losing heart accommodators, the drifting followers, and the cynical performers). These findings highlight the Chinese perspective on teacher emotion and provide some implications for the management of curriculum reform and teacher emotion in the Chinese context. 相似文献
13.
In this cross‐sectional study we investigated to what extent autonomous and controlled motivation and social achievement goals are associated with students’ emotional experiences at school. We found in a sample of 426 elementary school students, aged from 10 to 12 years, autonomous motivation (i.e. students’ engagement in class activities because they find such activities enjoying or personally important) and social development goals (i.e. students’ focus on developing meaningful social relationships) to be positively associated with positive emotions. In contrast, controlled motivation (i.e. students’ engagement in class activities because they feel coerced to do so) and social demonstration‐approach goals (i.e. students’ focus on demonstrating popularity) were positively associated with negative emotions. These associations remained significant even after controlling for perceived competence. Cluster analysis further showed that students high in autonomous motivation and social development goals and low in controlled motivation and social demonstration‐approach goals exhibited a better motivational profile compared to students high or low in all the above motivational variables. Results are discussed within the self‐determination theory and the social achievement goal perspective. 相似文献
14.
Gerda Hagenauer Michaela Gläser-Zikuda Barbara Moschner 《Journal of Further & Higher Education》2018,42(6):808-826
Based on self-determination theory, this study seeks to explore whether a study environment that provides relevant conditions for students’ basic psychological need-satisfaction can lead to more positive and less negative emotional experiences. It also addresses the question of how emotions experienced in the university context are related to students’ overall life-satisfaction and study commitment. German students in teacher education programmes (N = 792) participated in the study by completing questionnaires. The results (estimated by path-modelling) reveal that students’ emotions can be predicted by a variety of environmental conditions associated with different basic psychological needs. Altogether, the model is able to explain 28.5% of the variance in positive emotions and 39.6% in negative emotions. The strongest predictor of students’ positive and negative emotions was the perceived relevance of the study material, a factor related to the need for autonomy. This perceived relevance also had a direct impact on study commitment. Furthermore, positive relationships with peers proved to be of importance for positive and negative emotions as well as for overall life-satisfaction. As expected, emotions at university predicted life-satisfaction and study commitment, with a particularly strong association between positive emotions and study commitment. The results point to the necessity to support study conditions that facilitate the fulfilment of students’ basic psychological needs in order to ensure students’ emotional well-being and enhance study commitment. 相似文献
15.
Ayalon Michal Wilkie Karina J. Eid Katrin Hajjar 《Educational Studies in Mathematics》2022,110(1):23-48
Educational Studies in Mathematics - Argu mentative problem solving in mathematics classrooms is a crucial practice that supports important student learning goals via collaborative deliberation and... 相似文献
16.
Research on cost beliefs has surged over the past several years. Though many dimensions of cost have been identified, researchers have often conflated these dimensions with one another. Moreover, some dimensions of cost may actually refer to already established constructs. In the current study, we explore the potential jangle fallacy between emotional cost and negative emotions, including anger, frustration, anxiety, boredom, and confusion, with particular attention to the costs and emotions that students anticipated to be associated with a course, as well as the costs and emotions that students actually experienced during the course. Results of this study provide evidence that emotional cost and negative emotions are distinct constructs in both their anticipated and experienced forms, although some similarities between constructs were also identified. Future directions are discussed for providing more conceptual clarity of emotional cost. 相似文献
17.
Wendy Hastings 《Teachers and Teaching》2013,19(5-6):497-513
Research in the field of emotions in relation to teaching is relatively new, but expanding. However, studies addressing the emotional dimension of preservice teacher education, particularly with respect to the role of school‐based teacher educators are currently under‐represented in the literature. This paper reports findings from a study focussed on the emotional dimension of the practicum for school‐based teacher educators as they support preservice teacher colleagues. It adopts a qualitative method informed by feminist post‐structural theory in an attempt to give meaning to teachers’ narratives of their personal responses to supporting a less than successful preservice teacher. The study investigates teachers’ shifting sense of agency throughout the experience as they work within apparently intersecting discursive frames. The case study reveals the depth of emotions experienced by teachers and examines the impact of the emotions on teacher identity. It appears that the tertiary sector has failed to recognise the emotional costs of such experiences and the associated needs of school‐based teacher educators. Finally, the paper asks in what ways can staff in universities work collaboratively with teachers to address the concerns being raised by a study such as this, as there appears to be a genuine need to assist teachers copes with the emotional outcomes of working with problematic preservice teachers. 相似文献
18.
This study focused on effects of high-ability programs on students’ achievement emotions, i.e. emotions that students experience that are associated with achievement activities. Participants were students in grade 4–6 of primary education: 218 students attended full-time high-ability programs, 245 attended part-time high-ability programs (i.e. external pull-out class). Using propensity score matching, they were matched to a control group of 189 students from regular education with similar cognitive abilities. The respondents filled out questionnaires on their achievement emotions three times during a school year. Results of multilevel analyses showed that students who attended full-time high-ability programs did not report more beneficial achievement emotions compared to similar students in regular education. In contrast, students in part-time programs experienced more positive and less negative emotions during the part-time program compared to the control group in regular education. No differences in longitudinal developments throughout the school year were found between the groups. 相似文献
19.
Student teachers’ knowledge about children with attention deficit hyperactivity disorder (ADHD) and depression and its relations to reporting experiencing emotions during teaching practice were studied. The participants were 186 teacher education students in Estonia. Student teachers’ general knowledge and confidence in knowledge varied a lot. Knowledge about children with ADHD was generally limited. Knowledge and confidence in knowledge were negatively related to reporting negative emotions (anxiety, anger, shame) experienced during teaching practice. Findings are discussed, taking into account recent changes in scientific knowledge about ADHD and depression and democratic changes in schools. As knowledge of special educational needs has become important due to applying inclusive education, the findings also refer to the need for modifications in teacher education curricula. 相似文献
20.
This study investigated the relations between teachers’ emotions in teaching and their approaches to teaching in individual
courses. It is derived from two fields of study that have hitherto been largely unconnected in higher education. While the
research literature shows (a) a range of variables are related to the teaching approaches that teachers adopt and that these
approaches are related to the quality of their students’ learning, and (b) that the emotional experience of teachers is an
important factor in teaching, no studies have been reported on the connections between emotions and approaches in teaching
in higher education. Two self-report questionnaires: the Approach to Teaching Inventory-Revised and the Emotions in Teaching
Inventory, were completed by a sample of 175 Australian higher education teachers. The results suggest that there are significant
relations between the ways teachers emotionally experience the context of teaching and the ways they approach their teaching,
with positive emotions being associated with student-focused teaching approaches and negative emotions with transmission approaches.
The relations help explain why new teaching strategies may not be successful or not even adopted. 相似文献