Emotions in Late Modernity

Patulny, Roger; Bellocchi, Alberto; Olson, Rebecca E.; Khorana, Sukhmani; McKenzie, Jordan; Peterie, Michelle

doi:10.4324/9781351133319

Cited by 14 publications

(5 citation statements)

References 252 publications

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“…The undermining effect of effortful closeness was especially apparent for students’ anxiety, disappointment and shame; for these emotions, the interaction effect meant that the already relatively small positive effects of teacher closeness were cancelled out completely (see Figure 3 ). Thus, closeness became irrelevant especially for negative emotions with an outcome focus rather than an activity focus (i.e., being bored or angry; Pekrun, 2017 ). Anxiety and shame are, moreover, connected to feelings of uncontrollability and avoidance of failure.…”

Section: Discussionmentioning

confidence: 99%

“…Each item was rated on a scale from 1 (disagree) to 5 (agree). Items were organized according to nine discrete academic emotions which, in line with Pekrun ( 2006 , 2017 ), reflected emotions experienced during the lesson (anger, anxiety, boredom and enjoyment) and after the lesson (‘now the lesson is over…’, pride, relaxation, relief, disappointment, and shame). Note that relief, although in essence a positive emotion, had a negative connotation in our approach (e.g., ‘I am glad the lesson is over’).…”

Section: Methodsmentioning

confidence: 99%

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When closeness is effortful: Teachers’ physiological activation undermines positive effects of their closeness on student emotions

Mainhard

Donker

Gog

2022

Brit J of Edu Psychol

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Background: Student perceptions of teachers' interpersonal closeness positively affect their emotions. If closeness is, however, effortful for the teacher (i.e., emotional labour, signalling less genuine closeness), this may undermine these positive effects. We tested this assumption by using student reports and external observations of teacher closeness and ambulant measures of teacher heart rate, to gauge teachers' physiological effort connected to being close during class. Aims: We investigated the association between teachers' physiological effort connected to closeness and students' lesson-focused emotions. Sample: 75 teachers and their students (N = 1645) participated during one real-life lesson. Methods: Teacher interpersonal closeness was continuously coded based on a video recording and teachers' heart rate was measured continuously as an indicator of physiological effort. Students reported their emotions and perception of teacher closeness at the end of the lesson. Results: Multilevel models with student emotions as DVs and students' perceptions of teacher warmth (L1 predictor) and teachers' physiological effort when being close (i.e., an intra-individual cross-correlation, L2 predictor) were tested.As expected, students reported more positive and less negative emotions when they perceived more teacher closeness.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

When closeness is effortful: Teachers’ physiological activation undermines positive effects of their closeness on student emotions

Mainhard

Donker

Gog

2022

Brit J of Edu Psychol

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“…Deficit theory hypothesises that weak performance and memories of this performance result in experiences of higher anxiety in the future [ 26 ] whereas cognitive interference theory conjectures that high levels of anxiety negatively impact subsequent performance [ 26 ]. The control-value theory of anxiety-based achievement is that negative activating emotions potentially impair attention, motivation, and self-regulation, resulting in poor performance, which moulds future perceptions and emotions about performance [ 27 ]. Kessler [ 23 ] points out that anxiety disorders are some of the most commonplace mental health disorders.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This pattern continues in the literature, for example, with elevated reports of anxiety disorders being associated with intellectual disability [ 35 ], Williams Syndrome [ 36 ], physical disability [ 37 ], learning disability [ 38 ], learning disorders [ 39 ] and learning difficulties [ 21 ]. Pekrun [ 27 ] also highlights the correlation between anxiety and performance. It is clear from the literature that anxiety affects a varying portion of the population and is prevalent among students with additional needs.…”

Section: Literature Reviewmentioning

confidence: 99%

In Sync: Inclusive school communities supporting students with anxiety

Carter

Andersen

Abawi

2023

Heliyon

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“…The intensity of EE is modeled by Davis and Bellocchi (2019), which builds on the work of Collins (2004) and emotions research in science education. In that model, intensity is evaluated by studying microinteractional data as described in the conceptual framing.…”

Section: Measuring Emotional Energymentioning

confidence: 99%

Uniformity, diversity, harmony, and emotional energy in a Chinese STEM classroom

Davis

Tang

et al. 2020

IJ STEM Ed

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Background: Understanding cultural diversity in STEM education is important for inclusivity and teaching STEM literacy for all. We explore diversity at a micro-cultural classroom level involving students' emotional experiences and interactional practices as they engage with learning, which has received limited attention in naturalistic studies of STEM education, especially in East Asian cultures. In this study, we explore emotional experiences of students during a guided inquiry lesson in a Chinese primary school using an interpretive methodology informed by concepts of emotional energy, uniformity, and harmony. Emotional energy is an individual and collective experience of togetherness and solidarity emerging from successful social interaction. Uniformity and harmony are emotion-related concepts experienced in Confucian heritage cultures. The aims of this study are to explore Chinese students' emotional experiences during a STEM inquiry lesson and to refine the conceptualization of emotional energy from Confucian cultural perspectives. Results: In a STEM inquiry, context knowledge about micro-cultural diversity and the interplay between Chinese emotional experiences and engagement with ideas are explored. Notions of uniformity and harmony are described through cultural practices as they relate to emotional energy. The study contributes to understanding the diversity of emotional energy as a student experience and social form of engagement, during a STEM inquiry activity in a Confucian heritage context. Conclusions: This study contributes to understandings of student experiences of uniformity, harmony, and variations to intensity of emotional energy during learning via STEM inquiry. Modifications to the conceptualization of emotional energy in STEM education are indicated. Our findings inform an understanding of student emotive experiences of STEM education in East Asian and multi-cultural education systems internationally.

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Emotions in Late Modernity

Cited by 14 publications

References 252 publications

When closeness is effortful: Teachers’ physiological activation undermines positive effects of their closeness on student emotions

When closeness is effortful: Teachers’ physiological activation undermines positive effects of their closeness on student emotions

In Sync: Inclusive school communities supporting students with anxiety

Uniformity, diversity, harmony, and emotional energy in a Chinese STEM classroom

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