Annoyance and frustration: Emotional responses to being assessed in higher education

2018 ◽  
Vol 21 (3) ◽  
pp. 189-201 ◽  
Author(s):  
Rob Wass ◽  
Julie Timmermans ◽  
Tony Harland ◽  
Angela McLean
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Negative Emotions ◽  
Learning Experiences ◽  
Emotional Responses ◽  
Well Being ◽  
Emotional Impact ◽  
Assessment Practices ◽  
Student Life ◽  
Depth Interviews

Despite many articles written about assessment in higher education, surprisingly few have examined students’ emotional responses to assessment and their perceptions of this impact on their learning experiences and well-being. This article reports on a study using in-depth interviews with 40 undergraduate students who were frequently graded. A range of emotions was reported. However, responses were overwhelmingly negative and included annoyance, frustration and disappointment. These emotions were often a response to the assessment practices, such as the timing and weighting of assessments rather than to the assessment itself. When assessment loads were too high, students reported making sacrifices with respect to learning and student life. Students also reported negative emotions when assessment was perceived as meaningless, or recognised as detrimental to learning. We argue that when considering assessment practices, educators should ask questions about the emotional impact of assessment to ensure learning while also taking into account the importance of student well-being.

scholarly journals Can negative emotions increase students’ plagiarism and cheating?

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Isabeau K. Tindall ◽  
Kit Wing Fu ◽  
Kell Tremayne ◽  
Guy J. Curtis
Keyword(s):  
Higher Education ◽  
Negative Affect ◽  
Theory Of Planned Behaviour ◽  
Negative Emotions ◽  
Well Being ◽  
Negative Emotionality ◽  
Assessment Practices ◽  
Planned Behaviour ◽  
Students Attitudes ◽  
Support Students

AbstractThe challenges of higher education can be stressful, anxiety-producing, and sometimes depressing for students. Such negative emotions may influence students’ attitudes toward assessment, such as whether it is perceived as acceptable to engage in plagiarism. However, it is not known whether any impact of negative emotions on attitudes toward plagiarism translate into actual plagiarism behaviours. In two studies conducted at two universities (Study 1 N = 718; Study 2 N = 490), we examined whether negative emotionality influenced plagiarism behaviour via attitudes, norms, and intentions as predicted by the theory of planned behaviour. In both studies, negative affect predicted plagiarism intentions mediated by perceived norms, and intentions predicted plagiarism behaviour. These findings suggest that students’ negative emotionality is a risk for plagiarism engagement and that higher education institutions should support students’ emotional well-being, especially regarding assessment practices.

scholarly journals Understanding Students’ Experiences of Well-Being in Learning Environments

2016 ◽  
Vol 6 (3) ◽  
pp. 90 ◽  
Author(s):  
Alisa Stanton ◽  
David Zandvliet ◽  
Rosie Dhaliwal ◽  
Tara Black
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Learning Experiences ◽  
Well Being ◽  
Institutions Of Higher Education ◽  
Interview Protocol ◽  
Post Secondary ◽  
Health Promoting ◽  
Qualitative Exploration ◽  
Insight Into

<p>With the recent release of a new international charter on health promoting universities and institutions of higher education, universities and colleges are increasingly interested in providing learning experiences that enhance and support student well-being. Despite the recognition of learning environments as a potential setting for creating and enhancing well-being, limited research has explored students’ own perceptions of well-being in learning environments. This article provides a qualitative exploration of students’ lived experiences of well-being in learning environments within a Canadian post-secondary context. A semi-structured focus group and interview protocol was used to explore students’ own definitions and experiences of well-being in learning environments. The findings illuminate several pathways through which learning experiences contribute to student well-being, and offer insight into how courses may be designed and delivered in ways that enhance student well-being, learning and engagement. The findings also explore the interconnected nature of well-being, satisfaction and deep learning. The relevance for the design and delivery of higher education learning experiences are discussed, and the significance of the findings for university advancement decisions are considered.</p>

scholarly journals Learning in Higher Education Under the Covid-19 Pandemic: Were Students More Engaged or Less?

2021 ◽  
Vol 11 (3) ◽  
pp. 96
Author(s):  
Evelyn Eika
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Learning Community ◽  
Learning Style ◽  
Social Presence ◽  
Learning Experiences ◽  
Well Being ◽  
Sociocultural Factors ◽  
Structural Factors ◽  
Learner Differences

This study explored students&rsquo; learning experiences in higher education during the Covid-19 pandemic. A journal writing methodology was used to extract learners&rsquo; reflective thoughts regarding their living and learning during the pandemic outbreak. The results were interpreted through the views of relevant student engagement frameworks. The students&rsquo; structural factors (family, support, and pressure) were impacted because of political and sociocultural factors (restrictive measures in response to the pandemic outbreak) within which the university factors were embedded (total closure with online education, subsequent reopening allowing physical attendance, and later principal distance education with approved exceptions), which collectively and psychosocially influenced students&rsquo; life and studies. The learners self-adapted via their individual efficacy to tackle the unfamiliar situations by digitally reaching out to family/friends and enhancing skills/self-learning; learner differences in learning style and preferences were noted. Online courses offered flexibility for learning independent of time and space while social presence in the learning community during online lessons remained less effective; traditional values of face-to-face physical classrooms were recognised among some learners. Learners&rsquo; perceived effective engaging measures underscored the importance of ensuring learner well-being (counselling and mask-wearing), learning independence (online lecture recordings and optional attendance), and strengthening online learning experiences (building the learning community, enhancing class dialogue, and demonstrating problem-solving techniques). Recommendations for engaging learning were discussed.

scholarly journals “I Want to See People’s Reactions to the Selfies”: A Lefebvrian Analysis of the Impact of Social Networking Sites on Physical, Mental, and Emotional Functioning

2021 ◽  
pp. 089443932199422
Author(s):  
Ben Harkin ◽  
Alan Yates ◽  
Martin Riach ◽  
Alice Clowes ◽  
Sophie Cole ◽  
...  
Keyword(s):  
Social Networking ◽  
Undergraduate Students ◽  
Social Networking Sites ◽  
Well Being ◽  
Virtual Space ◽  
Future Research ◽  
Everyday Functioning ◽  
The Impact ◽  
Depth Interviews ◽  
Complicated Nature

Since the conception and exponential growth of social networking sites (SNSs), technology has advanced sufficiently to allow access to them at any moment for any reason. This has given users a “virtual space” (VS) in which to communicate and “live” within (e.g., Facebook), a space which disparate research has shown to have an impact on users’ behaviors, thoughts, and emotions. The present study aimed to examine the potential for SNSs to influence the physical, mental, and social well-being of undergraduate students. To explore this in a unified fashion, we conducted in-depth interviews with 25 participants across three qualitative studies. All interview transcripts were analyzed using a recursive deductive thematic analysis. Lefebvre’s trialectic of space was examined for its applicability to students’ experiences of VS vis-à-vis SNSs. Lefebvre’s spatial triad provides a novel and coherent framework to untangle and explain the multifaceted and often complicated nature of SNS use. Analysis found correspondence between Lefebvrian triadic space and SNSs to explain the pervasive, dominant, and sometimes pathological role that SNSs can have upon everyday functioning. Implications are that a Lefebvrian approach can inform future research as a means to untangle and explain the multifaceted and often complicated nature of SNS use.

scholarly journals Re-Establishment of Health for Professionals in Higher Education During the COVID-19 Pandemic: Using Professors in an HIS as an Example

2021 ◽  
Vol 2 (1) ◽  
pp. 29-30
Author(s):  
Pierre Lu
Keyword(s):  
Higher Education ◽  
Well Being ◽  
South Texas ◽  
Survey Method ◽  
Mental Attitude ◽  
Balanced Diet ◽  
Hispanic Serving Institution ◽  
Work Family ◽  
Hispanic Serving ◽  
Depth Interviews

The purpose of this study is to investigate faculty health and well-being (H&W; SDG#3) in a Hispanic Serving Institution (HSI) and how these professionals seek to re-establish their health during the COVID-19 pandemic. Recent research has shown that H&W concerns from COVID-19 are much higher among Hispanics than Whites (Pew Research Center, 2020), and COVID-19 is affecting Hispanics at an alarming rate (CNN, 2020). Understanding how COVID-19 is affecting Hispanic faculty’s H&W is paramount as literature has shown that faculty H&W are important to the success of their students, their profession, and their institutions of higher education. However, few studies have explored H&W for faculty in an HSI. The study explores how these professionals re-establish their H&W during the pandemic. The study takes place in an HSI in South Texas. Survey method with convenience sampling (n = 50), followed by one-on-one in-depth interviews with purposive sampling (n = 5) are conducted. Based on the Hetler’s H&W model and referenced to the Travis’ and Ardell’s models, all aspects of H&W are inquired (physical, emotional, social, spiritual, vocational, and intellectual health). Quantitative data are analyzed using statistical methods. 86% of participants reveal that this pandemic has decreased their H&W. 75% of participants indicate they thought about building or re-establishing their H&W. However, only 30% of participants reveal they actually implement their H&W plans. Qualitative data are analyzed using thematic analysis methods. Several themes emerge: (1) H&W challenges faculty face, such as increased stress from work, family, and children at home; (2) their awareness and attempts of re-establishment of H&W, such as needs to be more organized, eat better, and exercise more; (3) recommendations from faculty that echo UN’s H&W tips, such as of staying home more, keeping social distancing, enjoying things in life, sleeping, exercising, having balanced diet, and a positive mental attitude.

scholarly journals Post-Degree Intentions of Female International Undergraduate Students Studying in Malaysia

2020 ◽  
Vol 10 (1) ◽  
pp. 145-158
Author(s):  
Alison Kelly ◽  
Dawn Bennett ◽  
Beena Giridharan ◽  
Lorna Rosenwax
Keyword(s):  
Higher Education ◽  
International Students ◽  
Qualitative Study ◽  
Cultural Capital ◽  
Undergraduate Students ◽  
Thematic Analysis ◽  
Language Skills ◽  
Degree Programs ◽  
Policy Makers ◽  
Depth Interviews

Higher education has been positively linked with increased opportunity for women, including enhanced employability, increased migration, enriched cultural capital, and improved language skills. With the number of international students rising, understanding postdegree intentions is increasingly important for institutions, policy makers, and administrators. This qualitative study explored the postdegree intentions of female international undergraduate students at the Malaysian campus of an Australian university. In-depth interviews were conducted with students from a range of degree programs and data was studied using thematic analysis. Findings revealed that postdegree intentions were substantially influenced by other people and policies; a common aspiration was to balance career and family; postdegree intentions were not solely career-focused; and the students anticipated discrimination and inequality but were determined to successfully navigate these.

scholarly journals Eating behaviours of normal and overweight female undergraduate students in positive and negative emotions

Food Research ◽  
2021 ◽  
Vol 5 (2) ◽  
pp. 113-119
Author(s):  
S. Sidek ◽  
N.A.A. Mat Hassan ◽  
A.H. Hamirudin ◽  
W.A. Mohd. Abu Bakar ◽  
T. Irfan Unal
Keyword(s):  
Undergraduate Students ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Eating Behaviour ◽  
Well Being ◽  
Junk Food ◽  
Eating Behaviours ◽  
Female Undergraduate ◽  
Significant Difference ◽  
Positive And Negative Emotions

Emotional well-being affects eating behaviour, whether making an individual eat less or more than they normally do. This paper aimed to compare eating behaviour between normal and overweight female undergraduate students in response to positive and negative emotions. This cross-sectional study was conducted among 166 female university students. Data collection involved the assessments of participants’ anthropometric measurements to obtain body mass index (BMI) and two self-administered questionnaires to measure of eating behaviour in positive and negative emotions; Emotional Appetite Questionnaire (EMAQ) and Eating Junk Food Questionnaire (EJFQ). Data from the two groups were compared to obtain differences in eating behaviour between normal and overweight female undergraduate students in response to positive and negative emotions. Both normal (Mean = 5.96±1.05) and overweight (Mean = 5.60±0.81) participants reported no changes in the levels of eating under positive emotions. The results also showed that both BMI categories “ate less” when they experienced negative emotions. For EJFQ, there was no significant difference in eating junk food between normal and overweight participants in response to positive emotions. However, the results revealed that the overweight group has more tendency to choose pizza (X 2 (1) = 6.879), p = 0.009) and cake (X 2 (1) = 7.458, p = 0.006) than the normal group under negative emotions. These results offer an insight that both BMI groups have almost similar eating-related concerns and thus intervention programs can be constructed on distressing eating-related thoughts and emotions among female undergraduate students

scholarly journals Students’ Learning Experiences With LMS Tes Teach In Flipped-Class Instruction

2019 ◽  
Vol 4 (1) ◽  
pp. 1-11
Author(s):  
Zamzami Zainuddin ◽  
Hardika Dwi Hermawan ◽  
Febritesna Nuraini ◽  
Santo Mugi Prayitno
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Undergraduate Students ◽  
Learning Experiences ◽  
Learning Activities ◽  
Computer Assisted ◽  
Community Members ◽  
Research Technology ◽  
Class Instruction ◽  
The Impact

The purpose of this study was to identify the impact of implementing a Learning Management System (LMS) ‘TES Teach’ on students’ learning experiences in a computer-assisted language learning (CALL) course with flipped-class instruction. For the data collection procedure, an individual interview with ten undergraduate students from an Indonesian college was conducted to demonstrate the potential impacts of the LMS in students’ meaningful learning activities. The observation of students’ learning activities on the LMS was also recorded to support the interview data. The LMS was adopted to distribute and receive information, thus, the students were able to monitor learning activities, learn the contents before coming to class, evaluate learning process, and interact with others outside of class hours. The finding of this study suggests that the LMS TES Teach is recommended to be performed in teaching CALL for higher education in Indonesia. It offers students’ occasion to practice and enhances their listening, writing, reading and vocabulary skills in and out-of-class times. It also prepares students to get ready for classroom activities in term of conversations and speaking skills. The further use of the LMSs should become often-visited sites by students for learning activities and replaced other non-educational favorite websites. Finally, this study recommends that the Ministry of Research, Technology and Higher education or policymakers in Indonesia, including instructors, students, and community members, must be actively involved in developing, supporting, and maintaining a transformed learning culture, from being traditional to a technology-based learning environment.

scholarly journals American older adults in COVID-19 Times: Vulnerability types, aging attitudes and emotional responses

2021 ◽  
Author(s):  
Mingqi Fu ◽  
Jing Guo ◽  
Xi Chen ◽  
Qilin Zhang
Keyword(s):  
Older Adults ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Emotional Responses ◽  
Well Being ◽  
Healthcare Use ◽  
Positive Aging ◽  
Significant Difference ◽  
Aging Attitudes ◽  
The Relationship

Background: The coronavirus disease aroused challenges to the emotional well-being of vulnerable older adults in hard-hit areas. This study investigates different vulnerability types among American older adults and how modes of vulnerability are associated with aging attitudes and emotional responses. Methods: Using Latent Class Analysis, we investigated 2003 respondents aged over 50 from HRS. Hierarchical linear regressions with the affective profile as cluster identity were used to examine the relationship between vulnerability type and positive aging attitudes with positive and negative emotional responses. Results: We detected three vulnerability types among American older adults: the slight vulnerability (72%), the healthcare use vulnerability (19%), and the dual vulnerabilities (9%). No significant difference in positive emotions was found between vulnerability types. However, more negative emotions were found among older adults with healthcare use vulnerability (B=0.746, SE=0.759) and dual vulnerabilities (B=1.186, SE=0.274) than those with slight vulnerability. Positive aging attitudes associate with more positive emotions (B=0.266, SE=0.017) but less negative emotions (B=-0.183, SE=0.016) and had significant moderation effects on the relationship between vulnerability types and negative emotional responses (B=-0.118, SE=0.045). Conclusion: Older adults' emotional well-being should not be neglected as they deserve the support of prevention and intervention strategies, in particular when they have vulnerabilities in healthcare use and financial sustainment. Female, non-white races, and those aged below 65, been uncoupled, less educated, and with ADL difficulties should prioritize.

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