University Student and Lecturer Perceptions of Positive Emotions in Learning

Autor/inn/en	Rowe, Anna Dluzewska; Fitness, Julie; Wood, Leigh Norma
Titel	University Student and Lecturer Perceptions of Positive Emotions in Learning
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 28 (2015) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2013.847506
Schlagwörter	Positive Attitudes; Investigations; Affective Behavior; Student Attitudes; Teacher Attitudes; College Students; College Faculty; Interviews; Affective Measures; Qualitative Research; Emotional Experience; Learning Experience; Cognitive Development; Social Development; Motivation; Coping; Self Efficacy; Resilience (Psychology); Inquiry; Relevance (Education); Delivery Systems; Social Environment; Achievement; Predictor Variables; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Untersuchung; Affective disturbance; Active behaviour; Affektive Störung; Schülerverhalten; Lehrerverhalten; Collegestudent; Fakultät; Interviewing; Interviewtechnik; Qualitative Forschung; Lernerfahrung; Kognitive Entwicklung; Soziale Entwicklung; psychologische; Motivation (psychologisch); Bewältigung; Self-efficacy; Selbstwirksamkeit; Relevance; Relevanz; Auslieferung; Soziales Umfeld; Performance; Leistung; Prädiktor; Ausland; Australien
Abstract	This paper presents results of an investigation exploring the experience and functionality of positive feelings and emotions in learning and teaching. The role of emotions in learning is receiving increasing attention; however, few studies have researched how university students and academics experience and perceive positive emotions. A prototype approach to emotion measurement is used to analyse interview data of students and lecturers at an Australian university. Themes associated with five positive emotions are explored and student and lecturer views compared. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10