Academic emotions during an interprofessional learning episode in a clinical context: assessing within- and between-variation

Mohr, Sonja; Grahn, Hanno; Krohne, Charlotte; Brätz, Julian; Guse, Andreas H.

doi:10.1080/13561820.2020.1721445

Cited by 5 publications

(5 citation statements)

References 19 publications

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“…With the further enhancement of the concept of academic emotion, scholars believe that academic emotion refers to various emotional experiences related to the academic effort of a student when teaching or learning, including happiness, boredom, disappointment, anxiety, and anger is in progress. It not only refers to the various emotions that students experience after learning of academic success or failure but also includes the emotional experiences of students in classroom learning, in the process of daily homework, and during exams [ 19 ].…”

Section: An Overview Of the Relevant Theories And The Flow Of Researc...mentioning

confidence: 99%

Changing Positive Academic Emotions of Art Students Utilizing Computer Information Technology Based on the Perspective of Teaching

Sun

2022

Applied Bionics and Biomechanics

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This study is aimed at exploring the influencing factors on the altering academic mood of art students. With the assistance of computer information technology, the survey utilizing a questionnaire is conducted to explore the influence of different coping styles on the academic moods of art students when the influence of demographic variables is under consideration. It is concluded that the condition of being the only child of art students has a positive and high arousal emotional score of 80.93, which is significantly higher than that of not being an only-child art student of 78.61. Art students are more inclined to take a positive coping style. The scores of negative and high arousal academic emotions are found to be 79.3, 80, and 96.83, respectively, when the grade changes from 1 through 3. The general trend is that the scores of negative and high arousal academic emotions increase when grades go up. Art students experience more negative academic emotions than positive academic emotions when the general characteristics of art students’ academic emotions are under consideration. Because females are more sensitive and delicate, they experience more negative academic emotions. Besides, while a positive coping style can positively predict art students’ positive academic mood, a negative coping style can positively estimate the negative academic mood. It is concluded that the outcomes could provide a reference for the prediction of academic mood changes in art students.

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Section: An Overview Of the Relevant Theories And The Flow Of Researc...mentioning

confidence: 99%

Changing Positive Academic Emotions of Art Students Utilizing Computer Information Technology Based on the Perspective of Teaching

Sun

2022

Applied Bionics and Biomechanics

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“…Certain recent research has demonstrated the specific relationship between learning strategies and achievement emotions when learning [66][67][68]. However, the degree to which this construct is related to the experience of emotional well-being at university is yet to be understood [69,70].…”

Section: Learning Approaches and Achievement Emotionsmentioning

confidence: 99%

Do Learning Approaches Set the Stage for Emotional Well-Being in College Students?

et al. 2020

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The research aim of this paper was two-fold: to generate evidence that personality factors are linear predictors of the variable approaches to learning (a relevant cognitive-motivational variable of Educational Psychology); and to show that each type of learning approach differentially predicts positive or negative achievement emotions, in three learning situations: class time, study time, and testing. A total of 658 university students voluntarily completed validated questionnaires referring to these three variables. Using an ex post facto design, we conducted correlational analyses, regression analyses, and multiple structural predictions. The results showed that Conscientiousness is associated with and predicts a Deep Approach to learning, while also predicting positive achievement emotions. By contrast, Neuroticism is associated with and significantly predicts a Surface Approach to learning, as well as negative achievement emotions. There are important psychoeducational implications in the university context, both for prevention and for self-improvement, and for programs that offer psychoeducational guidance.

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“…For these reasons, it is important to introduce teaching methodologies related to emotional intelligence into both degrees. Moh et al (2020) emphasized that those responsible for training future nurses must consider that mood affects learning and knowledge transfer, adding that having knowledge about how to deal with feelings may help them in a future career [53]. Similarly, engineering teachers should integrate the development of emotional skills into their methodologies, as this would impact on academic performance and the impact could be extended into the workplace [54].…”

Section: Student Network Position and Academic Performance Results (Imentioning

confidence: 99%

Networks and Emotions in Cooperative Work: A Quasi-Experimental Study in University Nursing and Computer Engineering Students

et al. 2020

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University students establish networks that impact on their behavior. Social Network Analysis (SNA) allows us to analyze the reticular structures formed and find patterns of interaction between university students. The main objective of this study was to observe the impact of interdisciplinary collaborative work between nursing and computer engineering students on the collaboration and friendship networks, emotions and performance of the participants. It is a quasi-experimental descriptive study with pre- and post-intervention measurements. The contact networks analyzed showed an increase in density in the post-intervention period. The most central people in the network corresponded with those who considered positive emotions most in their academic environment, while the less central people coincided with those who highlighted negative emotions. Academic performance was only significantly associated in the collaboration network, between this and OutdegreeN. This study shows the impact of interdisciplinary activities on teaching methodologies and the repercussions of emotions on curricular activity.

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Academic emotions during an interprofessional learning episode in a clinical context: assessing within- and between-variation

Cited by 5 publications

References 19 publications

Changing Positive Academic Emotions of Art Students Utilizing Computer Information Technology Based on the Perspective of Teaching

Changing Positive Academic Emotions of Art Students Utilizing Computer Information Technology Based on the Perspective of Teaching

Do Learning Approaches Set the Stage for Emotional Well-Being in College Students?

Networks and Emotions in Cooperative Work: A Quasi-Experimental Study in University Nursing and Computer Engineering Students

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