Abstract
School is a central arena for a wide amount of emotions. Previous research on academic emotions has, however, mainly focused on achievement, engagement and teaching, situated in classroom. The social embeddedness, as well as different learning environments of school, continue to be neglected in the research literature. Our study focuses on examining socially embedded academic emotions in school, including emotions described in peer interactions and in teacher-pupil interactions. Furthermore, the aim of the study was to investigate socially embedded academic emotions situated in both informal and formal learning environments. In the study, we combine both qualitative and quantitative methods by using picture tasks and questionnaires. In total, 146 sixth and eighth graders participated in the study. The results of our study showed that the interaction between teachers and peers is a central arena for pupils’ described socially embedded academic emotions in school. Furthermore, our study emphasizes the role of an informal learning environment as an important setting for socially embedded academic emotions. Practical and theoretical implications of these findings are discussed.
Highlights
Children spend a significant amount of their adolescence in school attending classes, completing projects, taking exams and building social relationships both during and between lessons
The present study focuses on exploring the following questions: 1) What kind of socially embedded emotions do pupils report in formal and informal learning environments of school? 2) What kind of variation can be detected in reported emotions in teacher-pupil, and in peer interactions within the formal and informal school environment? 3) How are the reported emotions associated with grade point average (GPA), school grade, thriving in school and cynicism towards school?
Our results showed that pupils described a wide variety of emotions in different school settings with peers and teacher-pupil interaction
Summary
Children spend a significant amount of their adolescence in school attending classes, completing projects, taking exams and building social relationships both during and between lessons. Previous studies have shown that emotions play an important role in learning, social relationships, and school attendance (e.g., Lewis, Huebner, Malone, & Valois, 2011; Lyubomirsky, King, & Diener 2005; Pekrun & Linnenbrink, 2014). Pupils’ positive emotions have been shown to affect positively their academic performance, study engagement and motivation (e.g., Lewis et al, 2011; Linnenbrink-Garcia, Rogat, & Koskey, 2011; Pekrun, Goetz, Titz, & Perry, 2002). The social interactions within the school community, teacher-pupil and peer interactions provide an arena for various emotions, contributing to pupils’ academic achievement (e.g., Beilock, Gunderson, Ramirez, & Leine, 2010; Furrer & Skinner, 2003; Ulmanen, Soini, Pietarinen, & Pyhältö, 2016; Véronneau & Vitaro, 2007; Wentzel & Caldwell, 1997; Witkow & Fuligni, 2010), and to their overall school experience (e.g., Aritzetaa, Balluerkaa, Gorostiagaa, Alonso-Arbiola, Haranburua, & Gartzia, 2015). Previous studies on socially embedded emotions in school have mainly focused on emotional transmission, school climate and peer bullying (e.g., Aritzetaa et al, 2015; Barhight, Hubbard, & Hyde, 2013; Becker, Goetz, Morger, & Ranelucci, 2014; Frenzel, Goetz, Lüdtke, Pekrun, & Sutton, 2009)
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