Theory and methodology in researching emotions in education (original) (raw)

Emotions in Education – Concept, Models, and Correlates

Science International Journal, 2024

The affective component of teaching is frequently underrepresented in empirical works by authors and researchers focusing on the domain of teaching and instructional efficacy. Purpose: This paper examines academic emotions as part of the affective component of teaching, primarily through a theoretical orientation grounded in Pekrun's theory of control and value. Methodology: Employing an analytical-deductive approach, scientific works thematically addressing academic emotions and their correlates were meticulously dissected. Through the analysis of numerous works addressing this issue, primary research questions concerning the relationship between academic emotions and academic achievement, motivation, cognition, and specific socio-demographic characteristics were considered. Pekrun's theory of control and value provides an integrative framework for analyzing academic emotions and their effects on learning and achievement. Results: The majority of analyzed studies confirm the effect of emotions in both intrapersonal (social judgment, perception, verbal and nonverbal expression of emotions) and interpersonal contexts (cognitive processing, metacognitive processes, strategic information processing). Gender differences were not identified in terms of experiencing academic emotions except for test anxiety, which was higher among females. The overarching conclusion is that academic emotions constitute a complex construct linked to academic success, learning, and teaching, influencing certain attitudes towards schooling.

Emotion theory in education research practice: an interdisciplinary critical literature review

In this critical literature review, we seek to understand why multidimensional, psychological measures of human emotion that have been popular in the study of emotion and learning to date, may not yield the statistical power or construct validity necessary to consistently explain or predict human learning. We compare competing theories and conclude that educational studies tend towards use of multi-dimensional models of human emotions which, while useful in educational psychology and therapeutic practice, suffer from psychometric flaws and generate lower power when used as empirical research constructs compared with the "basic emotion" models and their derivatives popular in the neurobiological, cognitive, and social sciences. Based on our review, we conclude that more extensive use of physiological measures and analysis of spontaneous emotion language, both rooted in the basic emotions tradition rather than continued psychological measurement of multi-dimensional emotions, may yield more consistent and significant results and reduce education researchers' reliance on self-report measures. Findings from the review may advance the selection of operational definitions and formulation of research questions for new empirical studies of the intersections between emotion and learning.

Emotional Aspects of Learning and Teaching: Reviewing the Field − Discussing the Issues

ORBIS SCHOLAE, 2018

The introductory paper gives an overview of the international research on emotions in learning and teaching. It addresses various theoretical, contextual, practical, and empirical aspects. In the first part, the paper reflects the core concept of emotions with particular emphasis on academic and achievement emotions. Next, it reviews the impact of emotions on students' learning and achievement, as well as on the relation between emotions and instructional quality. The final part deals with academic emotions viewed in the context of different school subjects. In general, this introductory paper emphasizes the relevance of emotions for education, especially for learning and teaching in school .

Emotions, learning and achievement from an educational-psychological perspective

2003

A wise teacherII'.ak es learning a joy" (traditional proverb). This phrase raises a number of intriguing questions: Can learning be enjoyed? What actually is enjoyment, or more generally, what is an emotion? Why would it be wise to make learning a joy, or in other words, IS it actually beneficial for students to enjoy learning? Should students not rather experience a certain level of allxiely in order to make an effort to avoid poor pelionrumceQ How can we "measure" the extent of students' learning-related enjoyment? \Vhat about emotions other than enjoyment and anxiety in the context of learning and achievement? And last but not least: What can a teacher do in order to make learning a joy" Depending on what perspective one takes, be it economicaL philosophical. educational, or psychological, the answers may be quite different. In this chapter, we will highlight the importance of emotions in learning and achievement settings from an educational-psychological perspective. After defining what emotions are, and academic emotions in particular, we focus DTI taxonomies of emotions, their frequency of occurrence, their domain�specificity, and measurement issues. By means of a social-cognitive, control-value model of emotions, learning, and achievement, we describe the main antecedents of emotions and their impact on learning and achievement. In sum, this chapter illustrates the significance of learning-related emotions in educational settings, and attempts to provide meaningful anSViers to some of the questions raised above from an educational-psychological perspective. A Hierarchy of Emotions As the study of emotions in psychology is still in its infancy, there is little consensus concerning the operational definitions of its main research focus, namely, emotions. Instead of the word '"emotion''' the tenn "affect" is frequently used (Schw!l1'Z & Clore, 1996). However, this term usually describes only the valence of an emotion and does not adequately reflect the complexity of emotional experiences. Rosenberg (1998) suggests a hierarchical model of affect in which affective traits. moods, and emotions are differentiated (ef Shavelson

Methods for Sociological Inquiry on Emotion in Educational Settings

Emotion Review, 2014

Sociological approaches to inquiry on emotion in educational settings are growing. Despite a long tradition of research and theory in disciplines such as psychology and sociology, the methods and approaches for naturalistic investigation of emotion are in a developmental phase in educational settings. In this article, recent empirical studies on emotion in educational contexts are canvassed. The discussion focuses on the use of multiple methods within research conducted in high school and university classrooms highlighting recent methodological progress. The methods discussed include facial expression analysis, verbal and non-verbal conduct, and self-report methods. Analyses drawn from different studies, informed by perspectives from microsociology, highlight the strengths and limitations of any one method. The power and limitations of multi-method approaches is discussed.

Methodological Advances in Research on Emotion and Education

Methodological advances in research on emotion and education, 2016

In this chapter, the authors theorize emotion as action mediated by language and other signs and argue that emotion has consequences for learners as it constrains and enables identity production and opportunities to learn. In particular, Lewis and Crampton apply the theories and methods of mediated discourse--discourse in action--to explain how they can be methodologically useful in the study of emotions in learning. This work foregrounds action in social spaces and provides a lens through which to understand the meaning of signs/tools in practice. Particularly important is the concept of linkage across space-time scales that include the histories of participation and practices within and outside the context where the mediated action occurs. Examples from a secondary English/Language Arts class focused on media production and analysis are used to illustrate the methodological implications of the theory of emotion developed in the chapter.