Emotional and Narrative Responses of Students to Targeted Educational Experiences: An Exploratory Study Employing the Use of Emotional Measurement
Current educational research suggests that emotions can either enhance or inhibit the ability to learn, with social and cultural influences causing changes in behavior and altering biological processes. In this exploratory study researchers utilized a qualitative design to seek insight into student emotions associated with school attitude and perceived school experiences. Three experimental conditions were introduced to measure changes in eleven basic emotions: happiness, interest, surprise, contempt, disgust, shame, fear, anger, distress, sadness, and anxiety. Results identified the directionality and magnitude of the emotional changes, underscored the importance of “other than academic” endeavors that promote positive school experiences, and acknowledged the need for increased opportunities for playfulness, autonomy, and acceptance in the classroom. Study findings indicated that successful educational experiences are connected to positive emotions/relationships with negative educational experiences disconnected or at odds relationally. A thorough understanding of the role emotions play in relation to school attitude is crucial if educators are to be successful at designing and implementing emotionally sound instructional programs that promote positive school attitudes in students.
||School Attitude, Educational Experience, Emotional Response, Affective Measures, Educational Research, Emotions and Learning
The International Journal of Learning, Volume 16, Issue 11, pp.543-556.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.432MB).
Associate Professor of Counseling, Education and Kinesiology, Texas A&M University-San Antonio, San Antonio, Texas, USA
Suzanne Mudge is Associate Professor of Counseling at Texas A&M University-San Antonio. Dr. Mudge is a state certified school counselor, a Licensed Professional Counselor Supervisor(LPC-S), a Nationally Certified Counselor (NCC), and a Nationally Certified School Counselor (NCSC). As a counselor educator with twenty-five years of experience in public schools, her research interests include human capital formation, professional identity development, emotion assessment, and social justice initiatives.
Professor, Management, Bill Greehey School of Business, St. Mary’s University, San Antonio, Texas, USA
H. Richard Priesmeyer is professor of management at the Bill Greehey School of Business at St. Mary’s University in San Antonio. His is author of the book Organizations and Chaos: Defining the Methods of Nonlinear Management and he has published extensively on the practical uses of nonlinear methods. Priesmeyer was instrumental in developing Emogram, a software system that measures eleven basic human emotions. Nonlinear methods are used to analyze the measures of emotions. He teaches management, marketing and nonlinear methods at St. Mary’s.
Assistant Professor, Education, Our Lady of the Lake University, San Antonio, Texas, USA
Dr. Grinnan earned his BA, MA, and Ph.D. all from St. Mary’s University, receiving his doctorate with a specialization in Counselor Education and Supervision. He is a Licensed Professional Counselor, a National Certified Counselor, a Texas board-approved supervisor for counseling interns, and a member of the American Red Cross Disaster Mental Health Services team. His interests include the assessment of emotions, trauma treatment and recovery, and the integration of technology in counselor supervision in distance-learning programs. Dr. Grinnan has presented at the local, state and national levels. He has vast experience and is a respected authority on working with at-risk children and their families, especially within the juvenile justice system. Dr. Grinnan is currently a faculty member with the Education Department at Our Lady of the Lake University.
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