The Anatomy of Adolescents' Emotional Engagement in Schoolwork

Autor/inn/en	Ulmanen, Sanna; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi
Titel	The Anatomy of Adolescents' Emotional Engagement in Schoolwork
Quelle	In: Social Psychology of Education: An International Journal, 19 (2016) 3, S.587-606 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-016-9343-0
Schlagwörter	Adolescents; Emotional Response; Learner Engagement; Grade 6; Grade 8; Foreign Countries; Pictorial Stimuli; Student Attitudes; Affective Behavior; Teacher Student Relationship; Student School Relationship; Finland + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Emotionales Verhalten; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Fantasieanregung; Schülerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schüler-Lehrer-Beziehung; Finnland
Abstract	This study explores the complexity of emotionally engaging schoolwork among students by analysing the interrelation between the affective and the social dimensions of emotional engagement. The data were collected from 78 Finnish sixth-grade (aged 12-13 years) and 89 eighth-grade (aged 14-15 years) students using picture tasks. The results show that the main elements of the affective dimension are the valuing of schoolwork and the enjoyment of learning, and the main element of the social dimension is a sense of belonging in terms of social cohesion and the support experienced by students. Furthermore, the results suggest that emotional engagement has internal dynamics: the affective and social dimension influence each other, regulating the students' sense of emotional engagement. Consequently, neither of the dimensions alone result in strong, balanced emotional engagement. In addition, the results show that the relation between the affective and social dimension was more unbalanced in the peer interaction than in the teacher--student interaction at both grade levels. This suggests that tensions in the peer interaction at school make for a more complicated context in terms of emotional engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01