Socially Embedded Academic Emotions in School

Autor/inn/en	Anttila, Henrika; Pyhältö, Kirsi; Piertarinen, Janne; Soini, Tiina
Titel	Socially Embedded Academic Emotions in School
Quelle	In: Journal of Education and Learning, 7 (2018) 3, S.87-101 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Psychological Patterns; Foreign Countries; Grade 6; Grade 8; Elementary School Students; Secondary School Students; Mixed Methods Research; Teacher Student Relationship; Interaction; Peer Relationship; Educational Environment; Informal Education; Conventional Instruction; Pictorial Stimuli; Student Surveys; Content Analysis; Finland + Suchen Sie Ihr Suchwort? Ausland; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarschüler; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Peer-Beziehungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Informelle Bildung; Nichtformale Bildung; Fantasieanregung; Schülerbefragung; Inhaltsanalyse; Finnland
Abstract	School is a central arena for a wide amount of emotions. Previous research on academic emotions has, however, mainly focused on achievement, engagement and teaching, situated in classroom. The social embeddedness, as well as different learning environments of school, continue to be neglected in the research literature. Our study focuses on examining socially embedded academic emotions in school, including emotions described in peer interactions and in teacher-pupil interactions. Furthermore, the aim of the study was to investigate socially embedded academic emotions situated in both informal and formal learning environments. In the study, we combine both qualitative and quantitative methods by using picture tasks and questionnaires. In total, 146 sixth and eighth graders participated in the study. The results of our study showed that the interaction between teachers and peers is a central arena for pupils' described socially embedded academic emotions in school. Furthermore, our study emphasizes the role of an informal learning environment as an important setting for socially embedded academic emotions. Practical and theoretical implications of these findings are discussed. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01