Socially embedded academic emotions in school
|Author:||Anttila, Henrika1; Pyhaltö, Kirsi1,2; Pietarinen, Janne3;|
1Faculty of Educational Sciences, University of Helsinki
2Faculty of Educational Sciences, University of Oulu
3School of Applied Educational Science and Teacher Education, University of Eastern Finland
4School of Education, Universtiy of Tampere
|Online Access:||PDF Full Text (PDF, 0.4 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2018122751617
Canadian Center of Science and Education,
|Publish Date:|| 2018-12-27
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.
Journal of education and learning
|Pages:||87 - 101|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
This work was supported by the Finnish Ministry of Education and Culture and by the grant from Jenny and Antti Wihuri Foundation awarded to Henrika Anttila.
Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).