Highlighting the Consequences of Ignoring Children's Emotions in Schools: Case of 30 pupils in 3 Algerian Primary Schools

Abstract

This research paper probes the potential effects that disregarding academic emotions in the educational milieu might have on primary school pupils in Algeria. It mainly focuses on revealing various emotions children have in and toward their schools. To investigate this issue, we have used relevant theories and approaches to underpin the present study, notably Reinhard Pekrun’s works (2006, 2000, 2010,201, and 2017) and Goleman’s emotional intelligence theory (1995). Correspondingly, we opted for an observation and focus group discussions as the main research instruments to examine the selected pupils’ emotions toward school and teachers. More specifically, we selected three different primary schools in Oran and Mostaganem cities (Algeria) to observe and interrogate 30 pupils. Our participants’ age varied between six to eleven years old. The findings showed that most children have negative feelings inside the educational milieu. Also, the participants revealed that they hate school, for they consider themselves imprisoned in this milieu, and most of them do not like their teachers for various reasons. As a matter of fact, the present research accentuates that positivizing the educational milieu at the primary level must be a priority for teachers, parents and the ministry of education in Algeria. Our study also emphasizes the significance of fostering children’s emotional intelligence.

Keywords

• Academic emotions
• children
• Algerian primary schools
• emotional intelligence

References

1. Bagnoli, A., & Clark, A. (2010). Focus groups with young people: A participatory approach to research planning. Journal of Youth Studies, 13(1), 101–119. https://doi.org/10.1080/13676260903173504
2. Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95(1), 148–162. https://doi.org/10.1037/0022-0663.95.1.148
3. Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books. Hoppe, M. J., Wells, E. A., Morrison, D. M., Gillmore, M. R., & Wilsdon, A. (1995). Using focus groups to discuss sensitive topics with children. Evaluation Review, 19(1), 102–114. https://doi.org/10.1177/0193841X9501900105
4. Jenkins, R. (1992). Pierre Bourdieu. London: Routledge. https://doi.org/10.4324/9781315015583 Jones, S.M. & Bouffard, S.M. (2012). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 26(4), pp.1-33. https://doi.org/10.1177/2332858415603959
5. Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. K. (2010, September). The relation of affect to behavioral, cognitive, and social engagement: A focus on student engagement during small group instruction. Paper presented at the International Conference on Motivation, Porto, Portugal.
6. Linnenbrink-Garcia, L. and Pekrun, R. (2011). Students’ Emotions and Academic Engagement: Introduction to the Special Issue. Contemporary Educational Psychology, 36, 1-3. https://doi.org/10.1016/j.cedpsych.2010.11.004
7. Mayer, J.D., Salovey, P., Caruso, D.R., & Sitarenios, G. (2003). Measuring emotional intelligence with the MSCEIT V2.0. Emotion.
8. Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91–106 . http://dx.doi.org/10.1207/S15326985EP3702_4

9. Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. https://doi.org/10.1007/s10648-006-9029-9
10. Pekrun, R. (2009). Emotions at school. In K. R. Wenzel & A. Wigfield (Eds.), Educational psychology handbook series. Handbook of motivation at school (p. 575–604). Routledge/Taylor & Francis Group.
11. Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2010). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36–48. DOI:10.1016/j.cedpsych.2010.10.002
12. Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), Educational psychology handbook series. International handbook of emotions in education (p. 120–141). Routledge/Taylor & Francis Group.
13. Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development. DOI:10.1111/cdev.12704
14. Rosanna L. Breen (2006) A Practical Guide to Focus-Group Research, Journal of Geography in Higher Education, 30:3, 463-475. https://doi.org/10.1080/03098260600927575
15. Saunders, M.N.K. (2012). Choosing Research Participants, in G. Symons and C. Cassell, ed. The Practice of Qualitative Organizational Research: Core Methods and Current Challenges. London: Sage. pp.37-55.
16. Ulmanen, S., Soini, T., Pyhältö, K., & Pietarinen, J. (2014). Strategies for academic engagement perceived by finnish sixth and eighth graders. Cambridge Journal of Education, 44(3). DOI:10.1080/0305764X.2014.921281