Student Emotions Research Articles

Conflicting Opinions and Emotions in Students’ Responses to Feminist Resistance in the Film Photocopier

The film Photocopier depicts how its main character, a victim of sexual harassment, exercised her feminist resistance toward hegemonic and patriarchal power in society. Studies have been conducted in the past to examine feminist resistance in this film and a few other films. Yet, none have looked closely into students' responses to feminist resistance in those films. Engaging students in responding to film contents is important because films have the potential to provoke students’ critical thinking and emotions toward various issues in society, such as issues related to the victimization of women. To address the gap in research, this study aimed to examine how students express their opinions and emotions toward the female main character’s resistance in the film Photocopier. It also aimed to analyze how those opinions and emotions may influence students’ potential actions when faced with sexual harassment issues in real life. Using an audience response method, data were collected through observations that included film viewing, a classroom discussion, and an open-ended questionnaire. The study involved eleven female and two male graduate students in a literature teaching and appreciation course. The results showed that each student experienced conflicting opinions and emotions with regard to the main character’s resistance. After watching the film, students felt motivated and inspired to advocate for victims of sexual harassment in real life. The researcher argues that conflicting opinions and emotions were inevitable consequences of students’ critical thinking and emotional processes while responding to the film. The negative opinions and emotions that even led to victim blaming did not hinder them from supporting the main character’s efforts to obtain justice. Furthermore, the researcher argues for the necessity of developing audience responses to films as a powerful strategy in critical literature pedagogy.

An original trial about the relevance of distractions in composing memory and emotions in high school students

An original trial about the relevance of distractions in composing memory and emotions in high school students

Analisis strategi guru dalam implementasi pendidikan karakter peduli sosial peserta didik kelas v sekolah dasar

<p><strong><em>Abstract</em></strong><em></em></p><p><em>The teacher's strategy in implementing socially caring character education for students includes habituation patterns, giving reprimands, exemplary, strengthening as well as for outside there are routine activities, providing exemplary outside of learning and environmental conditioning. The purpose of this study is, (1) to analyze the teacher's strategy in implementing social care character education for students. (2) Describe the constraints of the teacher's strategy in implementing socially caring character education for students. (3) Describe how to overcome the teacher's strategic constraints in implementing socially caring character education for fifth grade students at SD Negeri 1 Sukorejo. This research is a type of descriptive qualitative research. Researchers conducted observations, questionnaires, and documentation. Data analysis uses data reduction, data presentation, then draws conclusions. The data validity technique uses technique and source triangulation. The results showed that: (1) Overall the teacher had not implemented or seen from his strategy in implementing student character education because certain obstacles were found. (2) Obstacles in the teacher's strategy in implementing social care character education for students in general that were found were the emotions of children or students who were not yet stable at their age and time constraints for implementation. (3) The way to overcome the obstacles found in the teacher's strategy for implementing socially caring character education in general is to control students and conditions according to the conditions between the teacher and students.</em></p>

Detecting Academic Affective States of Learners in Online Learning Environments Using Deep Transfer Learning

Online Learning Environments (OLEs) have become essential in global education, especially during and after the COVID-19 pandemic. However, OLEs face a challenge in recognizing student emotions, hindering educators' ability to provide effective support. To address this issue, researchers emphasize the importance of a balanced dataset and a precise model for academic emotion detection in OLEs. However, the widely-used DAiSEE dataset is imbalanced and contains videos captured in well-lit environments. However, real-time observations reveal students' diverse lighting conditions and proximity to cameras. Consequently, models trained on DAiSEE dataset exhibit poor accuracy. In response, this work suggests a customized DAiSEE dataset and proposes the Xception-based transfer learned model and AffectXception model. Our customization process involves selectively extracting single-label frames with intensity levels 2 or 3 from the original DAiSEE dataset. To enhance dataset diversity and tackle the issue of dataset imbalance, we meticulously apply data augmentation techniques on these extracted frames. This results in frames that showcase variations in lighting, both low and high, as well as diverse camera perspectives. As a result, the customized DAiSEE dataset is now well-balanced and exceptionally suitable for training deep learning models to detect academic emotions in online learners. Then we trained and tested both proposed models on this dataset. The AffectXception model outperforms existing models, achieving significant improvements. For Boredom, Engagement, Confusion, and Frustration, it attains accuracy rates of 77%, 79.28%, 83.76%, and 91.87%, respectively. Additionally, we evaluate the AffectXception model on the Online Learning Spontaneous Facial Expression Database (OL-SFED), obtaining competitive results across various emotion classes. This work empowers educators to adjust their content and delivery methods based on learners' emotional states, resulting in more effective and informative online sessions. As OLEs continue to play a crucial role in education, our approach enhances their capacity to address students' emotional needs.

The use of an educational video on forensic autopsy in curricular teaching for medical students—is it worth the effort?

PurposeThe purpose of this work is to share our experience with an educational video on forensic autopsy. Using questionnaires, we attempted to answer the following questions: Does watching the video trigger emotions in students? Does the autopsy meet the expectations that they had before? Does the video help to prepare them for their subsequent autopsy participation?MethodsA total of 365 medical students who attended their classes during the COVID-19 pandemic measures were provided with the video on an online platform. Links leading to questionnaires were positioned before and after the video. One hundred seventy-six students returned to face-to-face teaching during their course in forensic medicine. Those among them who chose to participate in an autopsy at our institute were given the link to a third questionnaire after their autopsy participation. The data was analyzed using IBM SPSS 27.0 and Microsoft Excel.ResultsOne hundred seventy-two students completed a questionnaire before watching the educational video, 85 also completed one afterwards, and 28 completed the third questionnaire. The most intense feelings while watching the video were “curiosity” and “surprise”. Out of twelve students (14.1%) who had imagined the autopsy differently in advance, five perceived the autopsy shown in the video as rougher or more brutal than expected. All autopsy participants who had previously viewed the video felt adequately prepared.ConclusionTeaching should include an introduction to the handling of the corpse and the general procedures in the dissecting room. Although a video cannot substitute for personal interaction, it is useful to prepare students for their autopsy participation.

Examining the Potential of Cartoon-Based Simulations for Studying Mathematics Teachers’ Handling of Student Emotions: A Replication Study

Abstract Technology-mediated simulations of teaching are used increasingly to represent practice in the context of professional development interventions and assessment. Some such simulations represent students as cartoon characters. An important question in this context is whether simplified cartoon representations of students can convey similar meanings as real facial expressions do. Here, we share results from an implementation and replication study designed to observe whether and how (1) cartoon-based representations of emotion using graphical facial expressions can be interpreted at similar levels of accuracy as photo representations of emotions using actors and (2) the inclusion of markers of student emotions in storyboard-based scenarios of secondary mathematics teaching affects teachers’ appropriateness rating of the actions taken by a teacher represented in the storyboard. We show graphical representations of emotions can evoke particular intended emotions and that markers of student emotions in representations of practice could cue mathematics teachers into particular judgments of action. The Impact Sheet to this article can be accessed at 10.6084/m9.figshare.24219964

Effects of health education during public health emergencies on the health literacy, emotion and coping style of Chinese junior middle school students: a randomized controlled trial

BackgroundSchools are high incidence places for public health emergencies. Good health literacy helps students cope with public health emergencies. Overall, the health literacy of young students is relatively low. Health education can promote health literacy, but the health education related to public health emergencies for Chinese junior middle school students needs to be improved. To design and implement health education courses related to public health emergencies for junior middle school students and examine the impact on their health literacy, emotions, and coping styles.MethodsFrom March to December 2022, 724 students in Grade 7 and Grade 8 of two junior middle schools in Changzhou were randomly divided into a course group (n = 359) and a control group (n = 365). The course group received an age-appropriate health education course that addressed public health emergencies; there were 12 classes, one per week. The control group received general health education. One week before and after the courses, the two groups of students were assessed with the Adolescent Health Literacy Evaluation Scale under Public Health Emergencies (AHLES-PHE), the Depression Self-Rating Scale for Children (DSRSC), the Generalized Anxiety Disorder 7-item scale (GAD-7), and the Simplified Coping Style Questionnaire (SCSQ).ResultsAfter the courses were completed, the scores of AHLES-PHE [156.0 (45.0,180.0) vs. 165.0 (54.0,180.0), P < 0. 05] in the course group increased significantly. The positive rate of DSRSC [81 (22.6%) vs. 57 (15.9%), P < 0.05] and GAD-7 [45 (12.5%) vs. 29 (8.1), P < 0.05]in the course group were significantly lower than those before courses. There was no significant difference in the above indices before and after courses in the control group (P > 0.05).ConclusionThis suggests that the health education courses related to public health emergencies designed in this study has an effect on improving health literacy, depression and anxiety in junior middle school students.

Student's Engagement and Perception of Gamification in Mathematics

Many Indonesian students consider mathematics as an uninteresting learning subject that confuses them. An innovative approach to teach mathematics is needed to increase their engagement. In this case study, gamification which has been known as an activity to increase the student's enthusiasm was introduced in learning algebra. An observation with 20 female eighth graders was done in the classroom with and without the gamification activity to see the student's reactions and emotions in playing the game. Then, two focus group discussions with eight students were conducted by purposeful sampling based on their various levels of activeness and competence in mathematics as well as their scores of the game to grasp their perceptions of gamification in mathematics, followed by an individual interview with the math teacher. The findings were analyzed through the lenses of symbolic interactionism in which the student's acts and perceptions were constructively interpreted and confirmed with the teacher's opinion. The literature was also included to strengthen the result. The research found that gamification in mathematics could highly engage the students, especially when the teacher offered a reward. However, the student's perception was highly influenced by their performance in the game. Despite the lack of mechanical skill, the winners were satisfied; the unsuccessful players had different opinions: some of them wanted to play again to increase their scores whereas the rest of them did not suit the game. Thus, to motivate the students, designing gamified activities in mathematics needed to consider individual preferences.

Emotion Matters: Understanding the Role of Achievement Emotions in High School Students’ Decision for Tertiary Education

Emotions play an integral role in learning. It is an effective response to a stimulus which can be experienced felt along a positive–negative continuum. Achievement emotions arise from academic activities, and can activate or de-activate educational motivation responses. Based on Control Value Theory, this study examined how negative achievement emotions impact high school students’ decision to pursue tertiary education, and what were the contributing factors of these emotions. One thousand five hundred and forty-seven high school students participated in the survey, and data were solicited via established inventories as well as an open ended question. Quantitatively, Partial Least Squares structural equation modelling found boredom and test anxiety to significantly lower students’ decision to pursue tertiary education. The precursors to negative achievement emotions stem from examinations and assessments, struggle in lessons, learning itself, parental expectations to excel, and mental health issues. Findings demonstrated the potential of emotions in influencing students’ value orientation with respect to tertiary education. As the study is based on a post-pandemic context, implications of findings are discussed in view of the underlying post-pandemic challenges accompanied by recommendation to stakeholders.

A data and knowledge-jointly driven multimodal intelligent system for enterprise culture assessment

Based on the rapid development of Internet new generation information technology, campus culture has become an important force to promote educational innovation. However, the uneven quality of campus culture teaching is also increasingly exposed. Therefore, we propose a set of campus culture intelligent quality assessment feedback system driven by data and knowledge. Based on real multi-modal campus culture data, the evaluation system covers different online teaching forms, and can comprehensively consider and measure the core elements of quality evaluation from the perspective of teachers and students, so as to achieve accurate evaluation and feedback of campus culture. This paper proposes to combine emotion computing with big data analysis, construct a theoretical framework of multi-modal emotion analysis from the perspective of multi-spatial fusion, and explore the students' learning emotion recognition and intelligent assessment based on multi-modal data fusion. By studying the key issues, logical path and implementation path of multimodal learning emotion analysis in campus culture, this paper reveals the mechanism of student emotion development from the perspective of campus culture, expands the intervention practice of student group emotion, and provides technical support and action guidance for after-school teaching and research on campus culture.

“It captures the rawness and reality”: Exploring Student Emotion during an Illness Narrative Assignment in Doctor of Physical Therapy Curricula

“It captures the rawness and reality”: Exploring Student Emotion during an Illness Narrative Assignment in Doctor of Physical Therapy Curricula

Exploring the emotions of midwifery students in Greece and the U.K using art as a medium

Exploring the emotions of midwifery students in Greece and the U.K using art as a medium

What pedagogy feels like: Teachers’ development of pedagogical empathy in rehearsal debriefs

ABSTRACT Background Emotions are inherently intertwined with learning and disciplinary identity, and this relationship demands that teachers attend and respond to students’ emotions. In this study, we forward a theory that the development of pedagogical empathy, or the capacity to understand the implications of student emotions and use emotional data to make adaptive pedagogical decisions, is a component of adaptive expertise. Methods Using qualitative methods to analyze the discourse in eight debrief discussions among secondary mathematics teachers following rehearsals of practice, we examine how teachers used this opportunity to generate and use emotional data in support of the development of pedagogical empathy. Findings We found that rehearsal debriefs provided an opportunity to make emotional data available to participants in three ways and that teachers then used that emotional data in six ways across the debriefs. Student emotions, both from teachers in the position of students and in consideration of hypothetical students in the classroom, were pervasive in the debrief discussions. Contribution After considering the ways in which emotional data were made visible and used, we return to theory to consider how these highlight the opportunities rehearsals offer to develop pedagogical empathy and discuss implications for teacher education and future research.

Establishing Teacher-Student Communicative Empathy in a Multimodal Interactive Environment and Skill Enhancement

The multi-modal interactive environment is an important object of research in the field of modern education, and its influence on the communicative empathy of teachers and students gets increasingly obvious these days. However, the complex and dynamic features of communicative empathy of teachers and students are usually overlooked in existing studies, so this paper aims at investigating the teacher-student communicative empathy in a multi-modal interactive environment to fill in the said research gap. At first, the problem of feature fusion of communicative emotions of teachers and students in a multi-modal interactive environment was discussed, and a comprehensive and detailed model was established for measuring the features of these emotions. Then, problems of the recognition of emotional intentions of teachers and students and the establishment of their communicative empathy were studied, and a set of effective measures were proposed for enhancing the said communicative empathy, in the hopes of providing useful theoretical and practical evidences for noticing the importance of teacher-student communicative empathy in teaching and enhancing the ability of the said emotions.

A SENTIMENT ANALYSIS MODEL FOR ELECTROENCEPHALOGRAM SIGNALS OF STUDENTS IN UNIVERSITIES USING A CONVOLUTIONAL NEURAL NETWORK AND SUPPORT VECTOR MACHINE MODELS

Sentiment analysis in teaching evaluation has significant implications. By analyzing students’ sentiments toward instructors, educational institutions can gain valuable insights into teaching effectiveness. These data can guide curriculum development, instructional improvements, and faculty training initiatives. Positive sentiment indicates effective teaching methods, engagement, and student satisfaction; negative sentiment flags areas that need attention. Sentiment analysis can help identify patterns, trends, and outliers, aiding in targeted interventions and personalized support. It also enables comparisons across different courses, instructors, and departments. However, it is crucial to ensure the accuracy and fairness of sentiment analysis algorithms, considering potential biases and the contextual nature of the feedback. This study proposes a sentiment classification model CNN–SVM that combines a convolutional neural network (CNN) and a support vector machine (SVM). Taking students majoring in art in comprehensive colleges and universities as the research object, by collecting the electroencephalogram (EEG) signals of students during teaching evaluation. CNN–SVM is used as the emotional analysis model to obtain the emotional analysis of teaching evaluation results. EEG is a typical physiological signal, and data based on this signal can more truly reflect student emotions. The adaptive CNN feature extraction function and the super generalization classification performance of SVM can reduce the individual differences and data noise between data, thereby improving sentiment classification performance. The experimental results demonstrate that using technology to analyze sentiment can assist educational institutions in more properly comprehending the feedback and opinions of students on instruction. With regard to sentiment analysis, the CNN–SVM method that is derived to produce the fusion algorithm has solid performance.

Cognitive and motivational qualities of task instruction: Cognitive appraisals and achievement emotions of Swedish primary teacher students

Given the crucial role of primary teachers in shaping pupils' development, equipping primary teacher students with the necessary skills, including information-seeking skills, is fundamentally important. The aim of this study is to gain a better understanding of the process of achieving such skills by exploring the interplay between cognitive appraisals and achievement emotions and the way in which these are affected by the quality of instructions experienced. Instruction librarians' support in relation to instructions and how these can be designed to promote achievement are also investigated.Six Swedish primary teacher students were studied through in-depth semi-structured interviews over a period of 10 weeks. The methodological tool Geneva affect label coder was used for the mapping and categorization of appraisals and emotions. The analysis of the qualitative data was theory driven and deductively interpreted through the lens of Pekrun's control–value theory of achievement emotions, Scherer's semantic space of emotions, and Kuhlthau's information search process model.The cognitive appraisals identified were uncertainty, certainty, and negative and positive intrinsic motivation. The achievement emotions found in relation to cognitive quality were anger/frustration, anxiety, and hopelessness, and those linked to motivational quality were enjoyment and boredom. Uncertainty and negative intrinsic motivation/failure elicited emotions related to cognitive quality, and negative/positive intrinsic motivation and certainty determined emotions related to motivational quality. The interplay between appraisals and emotions was complex, involving feedback loops and reciprocal causation. The support from instruction librarians experienced was related to the students' ability to master the instructions and their cognitive qualities.The study has theoretical and methodological implications for information behavior and information literacy research in its application of appraisal theories and methodological tools. It also has practical implications for academic instruction librarians supporting students in the process of achieving information-seeking skills. By understanding how students experience support and the relations to the quality of task instructions, support can be designed in ways that promote positive achievement emotions and by implication achievement.

Emotional intelligence in final year students of an education program at a private university in Lima

This research investigates and manages the emotions of education students in relation to various social and academic aspects, therefore, the research objective is to determine the emotional intelligence in students of the last year of an education program of a private university in Lima. It is a quantitative, descriptive, cross-sectional, non-experimental study, with a population of 202 students who completed a questionnaire of sociodemographic data and the emotional intelligence scale. In its results, 18,8 % (n=38) have a low emotional intelligence, 45,5 % (n=92) medium and 35,6 % (n=72) low. In conclusion, teachers should guide students to foster their empathic skills so that they can make decisions and adapt to situations in their academic environment.

자연친화적 캠퍼스를 활용한 외국인 유학생 스트레스 관리 프로그램의 효과

This study investigated the efficacy of Campus Walking and Talking Program, an emotion -focused stress management intervention set in a nature-friendly campus environment, for foreign students. Data collected pre/post intervention, analyzed using t-tests and repeated ANOVA. The findings indicated that the experimental group exhibited significant reductions in perceived stress(Ｆ=34.20), negative emotions(Ｆ=20.25), loneliness(Ｆ=18.76) after the program, both in comparison to the control group and their own pre-program levels. Moreover, the experimental group experienced significant increases in positivee emotions(Ｆ=17.58), emotional recognition clarity(Ｆ=23.44), life satisfaction(Ｆ=45.30). The study suggests that the Campus Walking and Talking Program, as an emotion-focused coping in a nature-friendly environment, has potential for managing stress and emotions in foreign students.

Associations between need-supportive teaching and student and teacher emotions: a mixed-methods investigation

ABSTRACT This study investigated associations between need-supportive teaching and student and teacher emotions using mixed methods. Quantitative data were gathered from the self-reports of 326 lower-secondary school students from 22 classes in Finland. Qualitative data were obtained from semi-structured interviews with four teachers. The student ratings revealed considerable between-class variances in perceived teacher emotions. The teacher interviews confirmed that teachers experienced different emotions in different classes. No significant associations between negative emotions and need support were found based on student ratings, while negative emotions were found to be connected with need support based on teacher interviews. The overall results, which combined structural equation modeling of student ratings and thematic analysis of teacher interviews, suggested the existence of reciprocal relationships between need-supportive teaching and the emotions of students and teachers. Implications for intervention research on teaching practices and teacher education are also provided.

Exploring Students’ Academic Emotions Through a Conservation Education Program

Research and practice in educational settings should consider exploring the rich diversity of emotions experienced by students outside classroom settings, including nature clubs, as a conservation education program. This study aimed to conduct an exploratory case study to explore students' academic emotions during conservation education programs. The case study was carried out for four weeks to determine what can be learned from a single case about the students’ emotional aspects of the conservation education program in the Nature Club. Data collection is conducted through observation, interview, and collection of documents at the end of every activity. The data consisted of field notes and videotapes from observation, interview transcripts, and student emotions diary (SED). The research participant was 21 elementary students aged 9 to 11 who joined the Nature Club conducted by the Little Fire Pace (LFP) Community as one of their conservation education programs. The result shows that conservation content which is also part of science, can be learned and stimulate the emergence of students' academic emotions, both positive and negative. The dominant emotion in nature club activities is the happy emotion, and the slightest emotion arising from this activity is disgust. Then the results of student interest in all activities were more remarkable than boredom. Finally, suggestions are made on implications for teacher or pre-service teacher education for conservation or science education.