Abstract
Learning situations in modern society are getting increasingly complex and variable, and learners have to take more responsibility for their own learning. The main purpose of this study was to understand Iranian student’s feelings, who studying in selected Government University in Malaysia. The study was carried out through three research questions: 1) How do the Iranian student’s feel about life in Malaysia? 2) How these feelings do affects on Iranian student’s educational progress? 3) What are the factors that contributed to these feeling? Due to the nature of study, a qualitative research method and techniques was used to enable the researcher to understand emotion of Iranian student whose study at one of Government University in Malaysia. Data was gathered from interview with 3 Iranian students via “convenience sampling”. “Constant Comparative” method was used for data analysis. Eight major themes (worry, sad, happy and comfortable, socio-culture factors, economic factors, and good relationship and environment facilities) emerged from this study in relation to Iranian student’s emotion in selected Government University in Malaysia. This study concludes that based on the findings, graduated student organization can designed intervention program base on International students’ views in their social, cultural and economical content.Key word: Student’s emotional, Learning strategy, Malaysia
Highlights
Learning situations in modern society are getting increasingly complex and variable, and learners have to take more responsibility for their own learning
The purpose of this study is to understand Iranian student’s feelings, who studying in selected Government University in Malaysia
The students shared their emotions of living and staying in Malaysia
Summary
Learning situations in modern society are getting increasingly complex and variable, and learners have to take more responsibility for their own learning. In every day learning situations there are different kinds of competitive motives, disturbing emotions or environmental and social factors that influence the learning process (Pintrich, 2000). Individuals make personal appraisals of the situations, meaning based on their former knowledge and experiences. These appraisals along with situational factors and the individual’s interpretations of them arouse emotions (Fredrickson, 2001). Research on emotions has shown that students experience a rich variety of emotions in academic settings. The results of previous research show that academic emotions are significantly related to student monitoring, learning strategies, cognitive resources, self regulation and academic achievement. The student’s emotion in adopting himself/herself with the new condition is very important, since this adaptation is very affective on the level of satisfaction and on student’s educational progress
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
