Reconceptualising postgraduate taught student experience through the lens of emotions and well-being: Moving from explanatory methodology to revelatory

White, Wendee; Ingram, Richard

doi:10.1016/j.ijer.2022.102135

Cited by 5 publications

(4 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Based on Self-Determination Theory (SDT), Guay et al (2008) point to the problem that education creates learning environments with a focus on control and competition. Cultures of performance might take precedence (Humberstone et al, 2013) over the view that knowledge itself is valuable or entails general life-satisfaction (Hagenauer et al, 2018;White & Ingram, 2023). Getting good grades is important to academic joy and perhaps the most common external goal to motivate students (Villavicencio & Bernardo, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Dias and Sá (2014) studied students' emotions at the transition to higher education and found that their first days were characterized by negative emotions while positive emotions emerged later. Positive emotions affect students' engagement, which in turn provides a positive cycle for both motivation and results (Asikainen et al, 2018;Kahu et al, 2015;Villavicencio & Bernardo, 2013) as well as students' emotional well-being (Hagenauer et al, 2018;White & Ingram, 2023). Therefore, positive emotions are important in learning environments, sometimes in a tension between a performance culture and personal satisfaction (Humberstone et al, 2013;Røset et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Enhanced student joy in learning environment; understanding and influencing the process

Cronqvist

2024

Euro J of Education

View full text Add to dashboard Cite

In education, there is a risk that joy in learning is counteracted by allowing a performance culture to dominate. Research shows that emotions are of great importance for results, motivation and well‐being. This study aims to add knowledge about the essential meanings of joy in learning based on students' lived experiences and thereby implications for the learning environment. The essence of the phenomenon of joy in learning has been formulated through descriptive phenomenological analysis. Qualitative data consists of 25 narratives from students engaged in voluntary forms of education. The study shows that joy in learning emerges throughout the learning process, when students discover that they gain knowledge, understand and can control their learning process and achieve something with their knowledge. The implications for teaching involve awareness of the learning process providing a balance between structure, support, challenge and personal choice which was valued along with relationships that contribute to autonomy.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Enhanced student joy in learning environment; understanding and influencing the process

Cronqvist

2024

Euro J of Education

View full text Add to dashboard Cite

show abstract

“…Wollast et al (2023:12) add that a lack of emotional well-being is the result of stress that manifests in several ways, including 'constant demand for results, increasingly marketized publications systems, financial pressures, uncertainty about doctoral processes, sense of belonging in scholarly communities and so on'. White and Ingram (2023) concluded that students' experiences are defined by a 'complex array of emotions that interact closely with appraisal, motivation, and behaviour. They have a deleterious or beneficial impact on core dimensions of learning and wellbeing including engagement, cognitive flexibility, and social connectedness' (p. 1).…”

Section: Emotional Experiencesmentioning

confidence: 99%

Transforming Postgraduate Education in Africa

Samuel

2023

View full text Add to dashboard Cite

Alternation research groups have made decisive and far-sighted knowledge production contributions in the interdisciplinary Arts and Humanities arena for more than twenty-five years. From 2020, it adds the Alternation African Scholarship Book Series (AASBS) to its research outputs system. Via its incisive thematically-focused inter-, multi-, and transdisciplinary, as well as digitally-informed, research approaches, the AASBS not only advances the frontiers of knowledge in Africa's institutions of Higher Learning in designated focus areas, but also critically generates scholarship of, by and with the people(s) of our continent. Historically the research draws on the rich traditions of interactive African intellectualisations, from its earliest civilisations, through struggles for liberation and freedom, to independence and growth. It opens up future epistemic opportunities through intellectual initiative and resourcefulness, while critically contributing to the international advancement of knowledge on all relevant levels. Contributing to research-led constructive, transformative and substantial discourse development in our programmes and disciplines, it also aims at impacting the wellbeing of our people foundationally and all-inclusively in the present. All forms of scientific and social challenge which Africa's societies and communities face, need to be problematised and researched in the Arts and Humanities, in the interest of cooperative and conscientious responsible knowledge generation and foundational conceptual and methodological research impacts. We serve the hopes and aspirations of the people of Africa.AASBS is committed to the highest levels of inclusive, factually correct and critical, sociallyresponsive and socially-accountable evidence-based research analyses and outputs. Each chapter is reviewed by at least two independent peer reviewers. Through its editing and peerreview system, each volume also builds research leadership, research expertise, and interactive research acumen, capacity and capabilities.

show abstract

“…rethinking experience [24]. Other researchers attach particular importance of intrinsic need satisfaction that lead to well-being [25], the role of striving and resilience in achieving subjective well-being [26], the balance of needs that lead to well-being [27].…”

Section: The Construct Of "Subjective Well-being"mentioning

confidence: 99%

Typological features of subjective well-being of modern youth

Banshchikova,

Pradhan,

Sokolovskii

2023

P Sci Edu

View full text Add to dashboard Cite

Introduction. Interest in the research topic is associated with the request of university drivers, employers regarding the personal and regulatory resources of today's youth. The ability to set a goal and strive for its implementation, to realistically assess expectations and develop one's potential, reveals one's experiences through the solution of an experimental analysis. The aim of the study was to determine the individual typological characteristics of young people, taking into account their subjective wellbeing, conscious self-regulation and tolerance for uncertainty. We assumed that this or that type is largely due to the development of regulatory-cognitive processes and, in part, a specific set of regulatory-personal properties, as well as personal attitudes towards tolerance for uncertainty. Participants and research methods. The study sample consisted of young students aged 18 to 35 (average age 20.7±3.5 years, N=1435). Techniques were used to diagnose the subjective perception of a person, conscious selfregulation, tolerance/intolerance to uncertainty. Mathematical and statistical data processing includes standardizing, k-means clustering and configuration-frequency analysis of the distribution of selected clusters. Results. Cluster analysis revealed 7 groups of students who differ statistically significantly in all the diagnosed parameters. A comparative analysis of the selected groups was carried out, their psychological characteristics were given. It is established that the manifestation of typological features of subjective well-being is based, on the one hand, on certain structural and functional features of conscious self–regulation, and on the other hand, on the formation of an attitude of tolerance to uncertainty. It is proved that a high level of conscious self-regulation, perseverance and constancy in achieving the goal of activity in psychologically stressful conditions of life are significant factors of subjective well-being, preventing and/or leveling the development of dysfunctional states. It has been proven that a high level of conscious self-regulation, perseverance and sensitivity in the goal of activity (perseverance) in conditions of stressful states of life are identified as sensitive factors of subjective passage, preventing and/or leveling the development of dysfunctional vessels. Practical significance. The presented results of an empirical study clearly demonstrate the possibility of applying a differential typological approach to subjective well-being, allow us to describe the differential aspects of the relationship between subjective well-being, conscious self-regulation, attitudes to tolerance for uncertainty and identify the main directions of practical work with young people in the direction of developing conscious self-regulation and improving their subjective well-being.

show abstract

Reconceptualising postgraduate taught student experience through the lens of emotions and well-being: Moving from explanatory methodology to revelatory

Cited by 5 publications

References 49 publications

Enhanced student joy in learning environment; understanding and influencing the process

Enhanced student joy in learning environment; understanding and influencing the process

Transforming Postgraduate Education in Africa

Typological features of subjective well-being of modern youth

Contact Info

Product

Resources

About