Araştırma Makalesi
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Yıl 2021, Cilt: 8 Sayı: 2, 232 - 245, 21.04.2021

Öz

Kaynakça

  • Ağçam, R., & Ünsal, S. (2019). Classroom teachers’ views on the use of humour in education process. Turkish Studies-Educational Sciences, 14(6), 2803-2818. doi: https://doi.org/10.29228/TurkishStudies.30260
  • Ahmed, W., Werf, G., Minnaert, A., & Kuyper, H. (2010). Students' daily emotions in the classroom: Intra‐individual variability and appraisal correlates. British Journal of Educational Psychology, 80(4), 583-597. https://bpspsychub.onlinelibrary.wiley.com/
  • Akay, C., & Ültanır, E. (2010). Reading-writing (literacy) education teachers’ opinions on andragocigal based facilitated reading-writing (literacy) education (FLE). Mersin University Journal of the Faculty of Education, 6(2), 75-88. doi: 10.17860/efd.8288 https://arastirmax.com/
  • Akçay, C., & Çoruk, A. (2012). Emotions in professional life and its management: A conceptual study. Journal of Policy Analysis in Education July, 1(1), 3-25. https://ojer.ogu.edu.tr/
  • Akteki̇n, D , Şi̇mşek, Y. & Kaplan, B . (2011). Effects of colors on emotion. Maltepe Medical Journal, 3 (1), 31-33. https://dergipark.org.tr/tr/pub
  • Alsancak Akbulut, C. (2018). Evaluating emotion regulation processes of depression. Klinik Psikiyatri Dergisi: The Journal of Clinical Psychiatry, 21(2), 184–192. https://doi.org/10.5505/kpd.2018.24855
  • Arboleda, A. M., & Alonso, J. C. (2017). Students' emotional experience at the university: an alternative approach to understanding students as consumers. Services Marketing Quarterly, 38(3), 129-141. https://www.tandfonline.com
  • Ataman, E. (2011). The role of cognitive emotion regulation strategies in determining the level of depression and anxiety against stressful life events [Unpublished master thesis, Hacettepe University]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Ayçiçek, G. (2012). Effects of positive and negative emotions on employee's motivation and an application. [Unpublished master thesis, İnonu Unıversity]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Bakioğlu, A. (2014). Contemporary Classroom Management. Nobel Publishing.
  • Baloğlu, N. (2016). Examining teachers' perceptions of organizational trust in terms of some variables.
  • Beycioğlu, K., Özer, N., Koşar, D., Şahin, İ. (Ed.) In educational research e-book (49-71). Pegem
  • Barrett, Lisa Feldman, James J. Gross, Conner T. & Benvenuto, M (2001). Knowing what you’re feeling and knowing what to do about it: Mapping the relation between emotion differentiation and emotion regulation. Cognition and Emotion 15(6), 713-724. https://www.tandfonline.com/
  • Barsade, S. G., & Gibson, D. E. (2007). Why does affect matter in organizations? Academy of Management Perspectives, 21(1), 36-59. https://journals.aom.org/doi/10.5465/amp.2007.24286163
  • Chernyshenko, O., Kankaraš, M. & Drasgow, F. (2018). Social and emotional skills for student success andwellbeing: Conceptual framework for the OECD study on social and emotional skills. OECD Education Working Papers, 173. Paris: OECD Publishing. http://dx.doi.org/10.1787/db1d8e59 en
  • Creswell, J. W. (2014). Research Design: Qualitative, quantitative, and mixed methods approaches (B. Demir et al., Trans.). Educational Book Publications.
  • Cui, L., Morris, A. S., Criss, M. M., Houltberg, B. J., & Silk, J. S. (2014). Parental psychological control and adolescent adjustment: The role of adolescent emotion regulation. Parenting, 14(1), 47-67. https://www.tandfonline.com
  • Denham, S. A. (1998). Emotional development in young children. Guilford Press.
  • Doğan, A., & Ağçam, R. (2020). Turkish prospective teachers’ academic emotions in mathematics and EFL. In O. Zhal, & N. Demirbilek (Eds.), Theory and Research in Educational Sciences, (pp. 74-87).
  • Duman, R. S., Sanacora, G., & Krystal, J. H. (2019). Altered connectivity in depression: GABA and glutamate neurotransmitter deficits and reversal by novel treatments. Neuron, 102(1), 75-90. https://pubmed.ncbi.nlm.nih.gov/30946828
  • Efklides, A., & Petkaki, C. (2005). Effects of mood on students' metacognitive experiences. Learning and Instruction, 15(5), 415-431. https://www.sciencedirect.com/science/article/pii/S0959475205000514
  • Elliot, A. J., & Pekrun, R. (2007). Emotion in the hierarchical model of approach-avoidance achievement motivation. Emotion in Education, 57-73. https://doi.org/10.1016/B978-012372545-5/50005-8
  • Er, N. (2006). Mood-state adjective pairs list. Psychology Studies, 26, 21-44.
  • Er, N., Hoşrik, E., Ergün, H., & Şerif, M. (2008). The effects of mood state manipulations on autobiographical memory. Turkish Journal of Psychology, 23(62), 1-16.
  • Goleman, D. (2003). Emotional Intelligence (Wlıy it can matter more than IQ). Asset Broadcasts.
  • Grawitch, M. J., Munz, D. C., & Kramer, T. J. (2003). Effects of member mood states on creative performance in temporary workgroups. Group dynamics: Theory, research, and practice, 7(1), 41–54. https://doi.org/10.1037/1089-2699.7.1.41
  • Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. Handbook of Qualitative Research, 2(163-194).
  • Gülay, H. (2009). Peer relationships in preschool years. Balıkesir University The Journal of Social Sciences Institute, 12(22), 82-93.
  • Hirt, E. R., Devers, E. E., & Mc Crea, S. M. (2008). I want to be creative: Exploring the role of hedonic contingency theory in the positive mood-cognitive flexibility link. Journal of personality and social psychology, 94(2), 214-230. doi: 10.1037 / 0022-3514.94.2.94.2.214.
  • Izard, C. E. (2010). The many meanings/aspects of emotion: Definitions, functions, activation, and regulation. Emotion Review, 2(4), 363-370. https://doi.org/10.1177/1754073910374661.
  • Kandır, Y. & Alpan, U. (2008). The Effects of parental behavior on the socio-emotional development in preschool. Journal of Social Policy Studies, 14 (14), 33-38.
  • King, R. B., & Chen, J. (2019). Emotions in education: Asian insights on the role of emotions in learning and teaching. Asia-Pacific Edu Res, (2019) 28(4), 279–281.
  • Koizumi, R. (1995). Feelings of optimism and pessimism in Japanese students' transition to junior high school. The Journal of Early Adolescence, 15(4), 412-428.
  • Ministry of Education [MoNE], (2019). PISA Turkey preliminary report. Ankara
  • Merriam, S. B. (2013). Qualıtatıve research a guide to design and implementation (S. Turan, Trans. Ed.). Nobel Publishing.
  • Meşe, C., & Dursun, Ö. Ö. (2018). Oyunlaştırma bileşenlerinin duygu, ilgi ve çevrimiçi katılıma etkisi. Eğitim ve Bilim, 43(196), 67-95. DOI: 10.15390/EB.2018.7726
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Sage
  • Noyes, E., Darby, A., & Leupold, C. (2015). Students’ emotions in academic service-learning. Journal of Higher Education Outreach and Engagement, 19(4), 63-84. https://files.eric.ed.gov/fulltext/EJ1086106.pdf
  • Oğuz, H., & Özkul, M. (2016). A study on emotıonal labor socıologıcal factors shape the process: The ımplementatıon west medıterranean. Suleyman Demirel University The Journal of Visionary, 7(16), 130-154.
  • Özenoğlu, A. (2018). Relationship between mood, food and nutrition. Acibadem University Health Sciences Journal, 9(4), 357-365.
  • Öztüre, G., Fidan, A., Bakir, E., Uslu, N. A., & Usluel, Y. (2021). A systematic mapping study on technology and emotion studies in educational context: Definitions, theories, future directions. Educational Technology Theory and Practice, 11(1), 20-47. https://doi.org/10.17943/etku.745236
  • Park, B., Knörzer, L., Plass, J. L., & Brünken, R. (2015). Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms. Computers & Education, 86, 30-42.
  • Patton, M.Q., 2014. Qualitative Research and Evaluation Methods. Pegem Academy
  • Pekrun, R. (2007). Emotions in students’ scholastic development. Perry, R.P. & Smart, J. C. (Ed.) In The scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 553-610). Springer.
  • Pekrun, R. (2014). Emotions and learning. Educational Practices Series, 24, 2-31.
  • Rowe, G., Hirsh, J.B. & Anderson, A.K. (2006). Positive affect increases the breadth of attentional selection. Proceedings of the National Academy of Sciences, 104, 383–388.
  • Sabatier, C., Cervantes, DR, Torres, MM, De los Rios, OH ve Sañudo, JP (2017). Emotion regulation in children and adolescents: concepts, processes and influences. Psicología Desde El Caribe, 34(1), 101-110.
  • Schutz, P. A., & Pekrun, R. (2007). Emotion in education. Academic Press.
  • Stowell, J. R., Allan, W. D., & Teoro, S. M. (2012). Emotions experienced by students taking online and classroom quizzes. Journal of Educational Computing Research, 47(1), 93-106.
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research. Sage.
  • Taşar, H. H. (2019). Violence in education and reduce violence. Journal of Erciyes Communication, 6 (2), 899-912.
  • Tatlılıoğlu, K. (2016). Violence and tyranny at schools: Risk factors, services of protect, prevent and ınterfere: The sample of the Konya. Bingöl University Journal of Social Sciences Institute, 6 (12), 209-232.
  • Teddlie, C., & Tashakkori, A. (2015). Fundamentals of mixed method research. Anı Publishing.
  • Telef, B. B. (2014). Examınıng the relatıonshıp between posıtıve and negatıve emotıons and rısky behavıors ın adolescents. Kastamonu Education Journal, 22(2), 591-604.
  • Turkish Language Association, (2005). Spelling guide. Ankara: Turkish Language Association.
  • Ünsal, S. (2017). The secondary school students’ alienation from school and factor’s of alienation. Ahi Evran University Journal of Kırşehir Education Faculty, 18(3), 435-455.
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in the social sciences. Seçkin Puplishing
  • Yıldırım, K. & Tabak, H. (2019). Examınıng emotıons of teacher candıdates regardıng dıfferent classıfıcatıons. Bolu Abant Izzet Baysal University Jounal of Faculty of Education, 19(4), 1441-1457. Yin K. R. (2004). Case study research design and methods. Sage.

How Students Feel at School: Experiences and Reasons

Yıl 2021, Cilt: 8 Sayı: 2, 232 - 245, 21.04.2021

Öz

The present study aims to investigate the emotions students experience in the school environment and the reasons for experiencing these emotions. This research was conducted using the case study method, one of the qualitative research designs. The study group of this study consisted of 24 eighth-grade students studying at a public school in the province of Kahramanmaraş in 2019-2020 academic year and 11 teachers from different branches. The findings obtained in this study showed that the students experienced positive emotions, such as happiness, excitement, curiosity and wonderful. However, it was observed that students also experience negative emotions, such as stress, sadness, unhappiness, boredom, anger and fatigue. It was determined that students experienced more positive emotions than negative emotions in Turkish, Mathematics and Science classes. It was determined that he experiences negative emotions close to positive emotions in classes, such as Visual Arts, Physical Education, Technology and Design. Students experienced positive emotions when they were active in lessons, solved questions, communicated with their friends, and used different methods and techniques in classes. Students experienced negative emotions when teachers got angry with them, fail, insomnia, had family problems and uncertainty.

Kaynakça

  • Ağçam, R., & Ünsal, S. (2019). Classroom teachers’ views on the use of humour in education process. Turkish Studies-Educational Sciences, 14(6), 2803-2818. doi: https://doi.org/10.29228/TurkishStudies.30260
  • Ahmed, W., Werf, G., Minnaert, A., & Kuyper, H. (2010). Students' daily emotions in the classroom: Intra‐individual variability and appraisal correlates. British Journal of Educational Psychology, 80(4), 583-597. https://bpspsychub.onlinelibrary.wiley.com/
  • Akay, C., & Ültanır, E. (2010). Reading-writing (literacy) education teachers’ opinions on andragocigal based facilitated reading-writing (literacy) education (FLE). Mersin University Journal of the Faculty of Education, 6(2), 75-88. doi: 10.17860/efd.8288 https://arastirmax.com/
  • Akçay, C., & Çoruk, A. (2012). Emotions in professional life and its management: A conceptual study. Journal of Policy Analysis in Education July, 1(1), 3-25. https://ojer.ogu.edu.tr/
  • Akteki̇n, D , Şi̇mşek, Y. & Kaplan, B . (2011). Effects of colors on emotion. Maltepe Medical Journal, 3 (1), 31-33. https://dergipark.org.tr/tr/pub
  • Alsancak Akbulut, C. (2018). Evaluating emotion regulation processes of depression. Klinik Psikiyatri Dergisi: The Journal of Clinical Psychiatry, 21(2), 184–192. https://doi.org/10.5505/kpd.2018.24855
  • Arboleda, A. M., & Alonso, J. C. (2017). Students' emotional experience at the university: an alternative approach to understanding students as consumers. Services Marketing Quarterly, 38(3), 129-141. https://www.tandfonline.com
  • Ataman, E. (2011). The role of cognitive emotion regulation strategies in determining the level of depression and anxiety against stressful life events [Unpublished master thesis, Hacettepe University]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Ayçiçek, G. (2012). Effects of positive and negative emotions on employee's motivation and an application. [Unpublished master thesis, İnonu Unıversity]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Bakioğlu, A. (2014). Contemporary Classroom Management. Nobel Publishing.
  • Baloğlu, N. (2016). Examining teachers' perceptions of organizational trust in terms of some variables.
  • Beycioğlu, K., Özer, N., Koşar, D., Şahin, İ. (Ed.) In educational research e-book (49-71). Pegem
  • Barrett, Lisa Feldman, James J. Gross, Conner T. & Benvenuto, M (2001). Knowing what you’re feeling and knowing what to do about it: Mapping the relation between emotion differentiation and emotion regulation. Cognition and Emotion 15(6), 713-724. https://www.tandfonline.com/
  • Barsade, S. G., & Gibson, D. E. (2007). Why does affect matter in organizations? Academy of Management Perspectives, 21(1), 36-59. https://journals.aom.org/doi/10.5465/amp.2007.24286163
  • Chernyshenko, O., Kankaraš, M. & Drasgow, F. (2018). Social and emotional skills for student success andwellbeing: Conceptual framework for the OECD study on social and emotional skills. OECD Education Working Papers, 173. Paris: OECD Publishing. http://dx.doi.org/10.1787/db1d8e59 en
  • Creswell, J. W. (2014). Research Design: Qualitative, quantitative, and mixed methods approaches (B. Demir et al., Trans.). Educational Book Publications.
  • Cui, L., Morris, A. S., Criss, M. M., Houltberg, B. J., & Silk, J. S. (2014). Parental psychological control and adolescent adjustment: The role of adolescent emotion regulation. Parenting, 14(1), 47-67. https://www.tandfonline.com
  • Denham, S. A. (1998). Emotional development in young children. Guilford Press.
  • Doğan, A., & Ağçam, R. (2020). Turkish prospective teachers’ academic emotions in mathematics and EFL. In O. Zhal, & N. Demirbilek (Eds.), Theory and Research in Educational Sciences, (pp. 74-87).
  • Duman, R. S., Sanacora, G., & Krystal, J. H. (2019). Altered connectivity in depression: GABA and glutamate neurotransmitter deficits and reversal by novel treatments. Neuron, 102(1), 75-90. https://pubmed.ncbi.nlm.nih.gov/30946828
  • Efklides, A., & Petkaki, C. (2005). Effects of mood on students' metacognitive experiences. Learning and Instruction, 15(5), 415-431. https://www.sciencedirect.com/science/article/pii/S0959475205000514
  • Elliot, A. J., & Pekrun, R. (2007). Emotion in the hierarchical model of approach-avoidance achievement motivation. Emotion in Education, 57-73. https://doi.org/10.1016/B978-012372545-5/50005-8
  • Er, N. (2006). Mood-state adjective pairs list. Psychology Studies, 26, 21-44.
  • Er, N., Hoşrik, E., Ergün, H., & Şerif, M. (2008). The effects of mood state manipulations on autobiographical memory. Turkish Journal of Psychology, 23(62), 1-16.
  • Goleman, D. (2003). Emotional Intelligence (Wlıy it can matter more than IQ). Asset Broadcasts.
  • Grawitch, M. J., Munz, D. C., & Kramer, T. J. (2003). Effects of member mood states on creative performance in temporary workgroups. Group dynamics: Theory, research, and practice, 7(1), 41–54. https://doi.org/10.1037/1089-2699.7.1.41
  • Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. Handbook of Qualitative Research, 2(163-194).
  • Gülay, H. (2009). Peer relationships in preschool years. Balıkesir University The Journal of Social Sciences Institute, 12(22), 82-93.
  • Hirt, E. R., Devers, E. E., & Mc Crea, S. M. (2008). I want to be creative: Exploring the role of hedonic contingency theory in the positive mood-cognitive flexibility link. Journal of personality and social psychology, 94(2), 214-230. doi: 10.1037 / 0022-3514.94.2.94.2.214.
  • Izard, C. E. (2010). The many meanings/aspects of emotion: Definitions, functions, activation, and regulation. Emotion Review, 2(4), 363-370. https://doi.org/10.1177/1754073910374661.
  • Kandır, Y. & Alpan, U. (2008). The Effects of parental behavior on the socio-emotional development in preschool. Journal of Social Policy Studies, 14 (14), 33-38.
  • King, R. B., & Chen, J. (2019). Emotions in education: Asian insights on the role of emotions in learning and teaching. Asia-Pacific Edu Res, (2019) 28(4), 279–281.
  • Koizumi, R. (1995). Feelings of optimism and pessimism in Japanese students' transition to junior high school. The Journal of Early Adolescence, 15(4), 412-428.
  • Ministry of Education [MoNE], (2019). PISA Turkey preliminary report. Ankara
  • Merriam, S. B. (2013). Qualıtatıve research a guide to design and implementation (S. Turan, Trans. Ed.). Nobel Publishing.
  • Meşe, C., & Dursun, Ö. Ö. (2018). Oyunlaştırma bileşenlerinin duygu, ilgi ve çevrimiçi katılıma etkisi. Eğitim ve Bilim, 43(196), 67-95. DOI: 10.15390/EB.2018.7726
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Sage
  • Noyes, E., Darby, A., & Leupold, C. (2015). Students’ emotions in academic service-learning. Journal of Higher Education Outreach and Engagement, 19(4), 63-84. https://files.eric.ed.gov/fulltext/EJ1086106.pdf
  • Oğuz, H., & Özkul, M. (2016). A study on emotıonal labor socıologıcal factors shape the process: The ımplementatıon west medıterranean. Suleyman Demirel University The Journal of Visionary, 7(16), 130-154.
  • Özenoğlu, A. (2018). Relationship between mood, food and nutrition. Acibadem University Health Sciences Journal, 9(4), 357-365.
  • Öztüre, G., Fidan, A., Bakir, E., Uslu, N. A., & Usluel, Y. (2021). A systematic mapping study on technology and emotion studies in educational context: Definitions, theories, future directions. Educational Technology Theory and Practice, 11(1), 20-47. https://doi.org/10.17943/etku.745236
  • Park, B., Knörzer, L., Plass, J. L., & Brünken, R. (2015). Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms. Computers & Education, 86, 30-42.
  • Patton, M.Q., 2014. Qualitative Research and Evaluation Methods. Pegem Academy
  • Pekrun, R. (2007). Emotions in students’ scholastic development. Perry, R.P. & Smart, J. C. (Ed.) In The scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 553-610). Springer.
  • Pekrun, R. (2014). Emotions and learning. Educational Practices Series, 24, 2-31.
  • Rowe, G., Hirsh, J.B. & Anderson, A.K. (2006). Positive affect increases the breadth of attentional selection. Proceedings of the National Academy of Sciences, 104, 383–388.
  • Sabatier, C., Cervantes, DR, Torres, MM, De los Rios, OH ve Sañudo, JP (2017). Emotion regulation in children and adolescents: concepts, processes and influences. Psicología Desde El Caribe, 34(1), 101-110.
  • Schutz, P. A., & Pekrun, R. (2007). Emotion in education. Academic Press.
  • Stowell, J. R., Allan, W. D., & Teoro, S. M. (2012). Emotions experienced by students taking online and classroom quizzes. Journal of Educational Computing Research, 47(1), 93-106.
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research. Sage.
  • Taşar, H. H. (2019). Violence in education and reduce violence. Journal of Erciyes Communication, 6 (2), 899-912.
  • Tatlılıoğlu, K. (2016). Violence and tyranny at schools: Risk factors, services of protect, prevent and ınterfere: The sample of the Konya. Bingöl University Journal of Social Sciences Institute, 6 (12), 209-232.
  • Teddlie, C., & Tashakkori, A. (2015). Fundamentals of mixed method research. Anı Publishing.
  • Telef, B. B. (2014). Examınıng the relatıonshıp between posıtıve and negatıve emotıons and rısky behavıors ın adolescents. Kastamonu Education Journal, 22(2), 591-604.
  • Turkish Language Association, (2005). Spelling guide. Ankara: Turkish Language Association.
  • Ünsal, S. (2017). The secondary school students’ alienation from school and factor’s of alienation. Ahi Evran University Journal of Kırşehir Education Faculty, 18(3), 435-455.
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in the social sciences. Seçkin Puplishing
  • Yıldırım, K. & Tabak, H. (2019). Examınıng emotıons of teacher candıdates regardıng dıfferent classıfıcatıons. Bolu Abant Izzet Baysal University Jounal of Faculty of Education, 19(4), 1441-1457. Yin K. R. (2004). Case study research design and methods. Sage.
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Article
Yazarlar

Abdullah Çetin 0000-0003-1118-0740

Mustafa Gül Bu kişi benim 0000-0001-7641-3256

Ahmet Doğanay 0000-0002-8482-225X

Yayımlanma Tarihi 21 Nisan 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 8 Sayı: 2

Kaynak Göster

APA Çetin, A., Gül, M., & Doğanay, A. (2021). How Students Feel at School: Experiences and Reasons. International Journal of Psychology and Educational Studies, 8(2), 232-245.