Emotional Experiences Of Students Research Articles

Psychological and emotional experiences of participants in a medical school, early assurance admissions program targeting students from groups underrepresented in medicine

BackgroundThere are growing number of pathway programs, with an early assurance of admission, that target undergraduate students from groups underrepresented in medicine (URiM) to enable their competitiveness for and matriculation to medical school, including the Penn Access Summer Scholars (PASS) program. The psychological and emotional experiences of students in these programs, however, have not been previously described. MethodsStudents from the summer 2021 cohort of the PASS program were interviewed using a structured set of questions that explored four specific areas: (i) the application process; (ii) the benefits and value of being in the PASS program; (iii) the emotional and psychological challenges and stresses of being in the PASS program; (iv) feelings and emotions about not taking the MCAT or having to interview at multiple schools. The transcribed, de-identified interviews were then subjected to a qualitative analysis. ResultsStudents in PASS reported that the program was valuable to them in that it reduced the stress of the pre-medical process; relieved worry and anxiety surrounding the MCAT; enabled development of supportive relationships and provided meaningful exposures to the medical profession and biomedical research. Despite this, students reported feelings of imposterism, guilt, and fear of disappointing, along with varying degrees of regret over not taking the MCAT and not interviewing at more than one medical school. ConclusionsURiM and other marginalized students participating in early assurance admissions programs likely enter medical school with a range of positive and negative emotions as a result of their participation in these programs. These data can be used to inform the development of programing and other initiatives that further support the transition and success of these students in medical school.

Achievement Emotions in Paper-Based Exams vs. Computer-Based Exams

This study investigates the emotional experiences of undergraduate students when taking computer-based compared to traditional paper-based exams. The authors surveyed 144 students and conducted in-depth written interviews with 44 of them to gain a comprehensive understanding of their emotions and experiences. The findings revealed that students generally feel more positive emotions, such as enjoyment, hope, and pride during computer-based exams. Conversely, they experienced less anger, anxiety, and hopelessness compared to paper-based exams. However, they observed no significant differences in feelings of relief and shame between the two exam modes. The interview responses provided valuable insights into the reasons behind these emotions. Students found computer-based testing to be more efficient, user-friendly for language editing, and appreciated the auto-grading features. However, technical concerns were identified as a major challenge in this format. On the other hand, paper-based exams allowed students to avoid technical problems, draft their answers, and express ideas more effectively. Despite these advantages, students reported disliking the lengthiness of the written responses, the difficulty of editing, and the pressure of maintaining legible handwriting. Overall, this study sheds light on the emotional experiences of students in different exam formats, helping educators make informed decisions to optimize testing environments.

Gender Differences in Class-related Emotional Experiences: A Study of Mathematics Course

In education, students experience different emotions, which affect their academic performance, engagement, and achievement. In the classroom, these emotional experiences of students are called academic emotions (Lei & Cui, 2016). This paper holds two-fold aims: to inquire about class-related emotions; and to find gender differences in the emotional experiences of undergraduates of a math course. The theoretical framework was grounded in control value theory. The purpose of the study was achieved by adopting a positivist paradigm, and applying a quantitative research method. The achievement emotions questionnaire (2000) was adapted as a data collection tool for class-related emotions. The data were collected from 162 undergraduates. The descriptive analysis was run for comparing group means on SPSS v. 23. The findings reported more positive emotional experiences: pride and enjoyment, and less negative emotional experiences: anxiety, anger, hopelessness, shame, and boredom in learning math in students. Moreover, interesting differences were found in class-related emotions between males and females. Future researchers direct focus on assessing test-related, learning-related, and teacher-related emotions of students learning science courses, and uncover underlying factors of negative emotions and environmental inciters of emotions from an interpretivist's perspective.

The Emotional Experience of Students during Covid-19 on English E-learning in 8th Junior High School

The Covid-19 pandemic that has spread throughout the world has caused schools, universities to temporarily close and requires them to carry out teaching and learning activities at home with online or e-learning. Through E-learning can carry out teaching and learning activities anywhere and anytime. Some students are familiar and some students also have problems with the implementation of E-learning. According to Supiani (2020), emotional experience and social experience are related things to someone's academic performance. In line with the problem of learning through e-learning, their emotional experience is one of the things that affect their academic performance. Cleveland-Innes and Campbell (2012) stated that there are two emotions related to online learning as positive and negative emotions. This study focuses on exploring what emotions that students felt when studying with E-learning. The research design that this study use is a qualitative method and narrative inquiry by collecting data through semi-structured interviews. The results of this research shown students felt both positive and negative emotions such as anxiety, fear, in line with problems in learning that affect their emotions during E-learning. Therefore, students also have strategies to resolve their problems with E-learning. Then, instead of e-learning the students still prefer face-to-face learning.

(Non)Singing during the Covid-19 pandemic - Opinions and emotional experience of students from 5th to 8th grade of primary schools in the Republic of Croatia

Singing is an important factor in the teaching of Music Culture and, in addition to the compulsory content, an activity that is carried out the most. The scientific literature confirms that singing sparks positive emotional reactions in students to a great extent. With the proclamation of the COVID-19 pandemic in March 2020, almost all singing activities have been suspended for a long time. The aim of the study was to determine whether there is a difference in the perception of dissatisfaction with the suspension of singing depending on whether the students were actively and intensively engaged in singing compared to those who were not engaged in the activity or were only slightly involved in it prior to the pandemic. The first problem was to research whether there was a difference in personal dissatisfaction (happiness) and the perception of dissatisfaction with the suspension of singing depending on whether the students were actively singing before the pandemic or not and whether they continued singing online during the pandemic or if they have completely stopped active singing. Hypotheses have been confirmed that students who are members of choirs and/or ensembles feel more intense lack and personal dissatisfaction with the suspension of musical activities during the pandemic than those who actively sang only in Music Culture classes as well as that students who played music online are more satisfied and show more positive emotions compared to those who have stopped playing music. Another problem was to research whether there is a difference in the perception of singing in-person and singing in a virtual environment. It has been confirmed that students who have experienced both in-person singing and singing online believe that singing in-person has a greater effect than singing in a virtual environment. The results confirm that singing has a positive effect on the singer and that restricting singing intensifies personal dissatisfaction.

ЗАСТОСУВАННЯ ВИСТАВКОВИХ МАТЕРІАЛІВ КРАЄЗНАВЧОГО МУЗЕЮ В ОСВІТНЬОМУ ПРОЦЕСІ ШКОЛИ

The dynamic system «collaboration: school + museum» is represented in the article. The intersection ways of activity of two institutions as school and museum are analyzed. The principles and forms of work are clearly defined. It is concentrated on the five ways of activities which provide developing basic competencies of students by means using the exhibition materials of Local history museum in the educational school process. The examples of introduction of modern teaching means, projects, technologies that promote improvement of educational process, reflect the professional growth of teacher’s pedagogical skills are given in this article. The systemic work, motivation, practical orientation of each direction of activity, examples of school teachers’ experience deserves attention. In particular the improvement of interaction, communication in the direction of work which began under the influence of spreading the new trend in the museum work is noted as participation culture. Everyone who shares the philosophy of inclusion understands that a person cannot be separated from society because of special feature of development, physical, organizational barriers. It is useful the experience of mastering the modern information about effective project activities with children that have special educational needs, the cooperation with the Local history Museum, the creation of a positive emotional background, opportunities for harmonious coexistence of a «special» child in a social environment. It is demonstrably improved that cooperation with the History Museum widens and extends the intellectual and emotional experience of students, provides the principle of continuity in relationships of a school with a kindergarten. The tested materials of ecological direction can be used by teachers in terms of implementation the conception of the New Ukrainian School for the purpose of achieving mandatory learning outcomes by learners in a natural science education, implementation of educational principles of partnership, the creation of conductive conditions for the development and self-improvement of a competent personality, the education of a museum culture as an integral part for formation of the general culture of a person. Key words: dynamic system, museum work, participation culture, collaboration, basic competencies.

Breakup among Medical Students: Aftermath and Resumption

Breakup is a metaphor for intense emotional and most distressing events in which one feels at experiencinggreat & deep longing. The person is broken into pieces, reaches rock bottom & may go in the very depressedstate of life. To overcome this feeling, one may indulge in positive or negative activities. A person may havethe extreme emotional energy, be it jealousy, depression, insecurity, stress, or anxiety, which needs to comeout. This study was done with objectives of assessing the frequency and pattern of a breakup , change inPhysical, Mental, Social & Spiritual Health concerning breakup and compare the change in productivityimmediately after a breakup and 8 weeks (2months) after breakup.Materials and Methods: This was a cross-sectional study done among 378 MBBS students in a medicalcollege of North India. A pre structured, pretested, pre-validated, and close-ended questionnaire was usedin the studyResults: In our study, 104(27.5%) of medical students experienced a breakup in their life. Among 104(27.5%)who experienced a breakup, 52(50%) were males and 52(50%) were females. Various emotional experiencesof students during the breakup were being depressed, stressed, sense of relief, and neutral. Spiritual practicewas found to be effective in overcoming the emotional stress of breakup and increased post-breakupproductivity. Indulgence in hobbies and health care activities were commonest activities done just after abreakup to overcome it.Conclusion: Breakups are common among medical students, spiritual orientation and involvement inhobbies help students to overcome breakup stress and increase their productivity hence in medical educationthere should be a special place for spiritual orientation

Synesthesia as a tool for development of musical semiosis among younger students

The paper reveals the concept of semiotics of art as a separate field of study that impacts the process of developing musical semiosis in younger students. Important attention is paid to creation of abstract sensory images in younger students through the perception of synesthesia phenomenon. This ensures the formation of specific synesthetic codes that allow to transmit information at a special cognitive level based on physical and emotional experience of students. Musical art is of great interest for semiotics, aimed at finding principles, components of the basis of the content formation process in the field of human sensory experience. During the twentieth century, the synesthetic paradigm had been gradually entering the scholarly apparatus of art history and music pedagogy and manifesting itself in the aesthetic aspect of those arts and sciences. While perceiving art, younger students develop metaphors of sensory perception, which unite various sensory systems. Synesthesia promotes the perception of music as the movement of the “sound body” in the imaginary space with the following coordinates: depth — the texture of the sound; vertical line — harmony; horizontal line — melody. It is music that “awakens” synesthesia, not only through the expressive and personal nature of experiencing color and sound, but also through the specifics of motility and the natural state of a person. The action mechanism of synesthesia as a means of musical semiosis is that a student perceiving or performing music switches between arts. As a result, aesthetic culture of younger students develops and opportunities for optimal achievement of music education objectives uncover.

Students’ Emotions in the High School Mathematical Class: Appraisals in Terms of a Structure of Goals

Little research in the field of Mathematics Education is directed towards emotions of students beyond their emotions in problem-solving. In particular, the daily emotions of students in a mathematics class have been sparsely studied in the field of mathematics education. In order to fill this gap, this qualitative research aims to identify high school students’ emotional experiences in the mathematics classroom and identify the appraisal structures that support such emotional experiences. Focus group interviews were carried out until theoretical saturation of the data was achieved (N = 53 in nine focus groups interviews). Data analysis is based on the theory of cognitive structure of emotions, which specifies eliciting situations for each emotion and the variables that affect intensity. The emotional experiences in this structure are as follows: satisfaction, disappointment, hope, fear, joy, distress, boredom, interest, pride, reproach, self-reproach, like and dislike. These results show that the emotional experiences of students are based on their appraisals of events, objects and agents in terms of a structure of goals.

Disentangled emotions in blended learning

Given the increasing attention to the important relationship between learning and emotions, the present study was conducted to investigate the emotional experience of students attending a blended learning course. The course was a blended English course designed for adult learners. 148 participants, drawn from two different populations, participated in the study. The emotions experienced by the subjects, both during the early face-to-face lessons and their first interactions with the online learning environment, were investigated by means of a questionnaire. Results show that the two learning environments can give rise to similar, but not identical, emotional experiences. However, such differences are related to emotions that keep their sign, this being positive or negative, in spite of the changing environment. In addition, correlational and factorial analyses suggest that the different emotional experiences manifested by specific categories of students do not depend on the environment only, but also on individual characteristics and contextual motivational factors.

Emotional phenomena and the student–instructor relationships

Design studio—the axis of architectural and landscape-architecture education, has also been viewed as a paradigmatic model for future education in other professions. As such, understanding it thoroughly may be valuable far beyond professional considerations. Existing research presents evidence on the complex and ambiguous nature of the studio, intensified due to the uniqueness inherent in design problems and the creative process. The primary educational method of the studio is the ‘desk critic’. It is affected, inter alia, by the relationship between the instructor and the student. However, this facet has been discussed relatively infrequently in published studies. Based on the working hypothesis that one of the factors that make the student–instructor relationship very influential is its emotional dimension, this paper presents results of an ongoing research into the emotional experiences of students and instructors. In our research sixteen interviewees (at the Faculty of Architecture and Town Planning, Technion, IIT) reported on more than 40 emotional events. They provided evidence that emotional phenomena are part of studio interaction, and agreed that these phenomena influence the educational process. Further analysis of the interviews applied a general research model of emotions (based on current psychological and philosophical approaches). Results suggest that both students and instructors experience different emotions of different intensities. The paper presents examples and analysis of the emotional events described by interviewees.