scholarly journals Mathematics: I don't like it! I like it! Very much, a little, not at all... Social support and emotions in students from 2nd and 3rd cycles of education

2017 ◽  
Vol 35 (3) ◽  
pp. 281-296 ◽  
Author(s):  
Vera Monteiro ◽  
Francisco Peixoto ◽  
Lourdes Mata ◽  
Cristina Sanches
Keyword(s):  
Student Perceptions ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Test Results ◽  
Test Situation ◽  
Older Students ◽  
Achievement Emotions ◽  
Positive Class ◽  
And Gender ◽  
Support Teacher

This research analyses achievement emotions and their relationship to perceived classroom support (teacher and peers) as well as the effects of grade, achievement and gender on emotions in a specific subject domain: mathematics. The participants were 1,494 Portuguese students from the sixth and eighth grades who were asked about their perceptions of teacher and peer support and their achievement emotions towards mathematics (Boredom, Hopelessness, Anger, Anxiety, Enjoyment, Pride and Relief) in two different settings (classroom and test). Results provide empirical evidence that student perceptions of classroom support were positively related to positive activating emotions and negatively related to negative emotions. Furthermore students with higher mathematics grades were found to have higher scores in positive emotions and lower scores in negative emotions in both classroom and test situations.  A decrease in positive emotions and an increase of negative emotions in older students were also found. In regard to gender the analysis highlighted that positive class emotions were not significantly different, and show a significant effect on Anxiety with girls achieving higher scores than boys. In the test situation gender had a significant effect on Hopelessness, Anxiety and Relief, with girls showing higher scores than boys. For positive test emotions boys reported more Enjoyment and Pride than girls.

scholarly journals Bulan Ramadan dan Kebahagiaan Seorang Muslim

2019 ◽  
Vol 2 (2) ◽  
pp. 51-62
Author(s):  
Royanulloh Royanulloh ◽  
Komari Komari
Keyword(s):  
Quantitative Research ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Test Results ◽  
Correlation Test ◽  
Positive Correlation

The Islamic and the Nusantara tradition shows that Ramadan is always welcomed with joy. Therefore, Ramadan is related to happiness. This quantitative research analyzes how changes in happiness occur as the coming of Ramadan. The respondents are 117 muslims adult who have received pesantren education. The results showed that significant differences in positive emotions between weeks 3, 2, and 1 before the coming of Ramadan. Meanwhile, negative emotions did not show a significant decrease. Then, the correlation test results show there is a positive correlation between the arrival of Ramadan with positive emotions. Meanwhile, the correlation test was negative with negative emotions. This research proves the coming of the month of Ramadan associated with increasing happiness of a muslim. 

scholarly journals Student achievement emotions: Examining the role of frequent online assessment

2021 ◽  
pp. 75-87
Author(s):  
Kaitlin Riegel ◽  
Tanya Evans
Keyword(s):  
Higher Education ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Value Theory ◽  
Online Assessment ◽  
Achievement Emotions ◽  
Control Value ◽  
Qualitative Approaches ◽  
Positive Assessment

The rapid inclusion of online assessment in higher education has left a void in investigating the relationship this form of assessment has with student emotions. This study examines the influence of frequent online assessment on student emotions in a university setting using a mixed-methods approach. Students' emotions in an online quiz and a traditional classroom test in a second-year mathematics course (n = 91) were analysed using both quantitative and qualitative approaches, through the lens of the control-value theory. The study used an adaptation of the Achievement Emotions Questionnaire (AEQ) to collect data on reported student emotions in both assessments, as well as qualitative data on student’s views of the frequent online assessment. Students reported higher levels of positive emotions and lower levels of negative emotions in an online quiz compared to the test, and we attempted to identify sources of these differences. The findings are discussed together with implications for habitualisation of assessment emotions. Practically grounded generalisations are outlined as opportunities for disrupting negative emotions and reaffirming positive emotions, which are suitable for implementation in higher education on a broad scale. Implications for practice or policy: For educators designing tertiary assessment aimed at promoting positive and reducing negative emotions, we advise incorporating features that students perceive as allowing them greater control over obtaining success. Specifically, we advise incorporating frequent low stakes online quizzes into tertiary courses. These present opportunities for students to habitualise positive assessment-related emotions, which correlate with performance and constructs such as self-efficacy. The Achievement Emotions Questionnaires (AEQ) can be adapted to investigate achievement emotions in different forms of assessment.

scholarly journals China Public Psychology Analysis About COVID-19 Under Considering Sina Weibo Data

2021 ◽  
Vol 12 ◽  
Author(s):  
Wei Pan ◽  
Ren-jie Wang ◽  
Wan-qiang Dai ◽  
Ge Huang ◽  
Cheng Hu ◽  
...  
Keyword(s):  
Large Scale ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Classification Model ◽  
Test Results ◽  
Data Set ◽  
Decay Period ◽  
Auc Value ◽  
The Government ◽  
And Control

COVID-19 not only poses a huge threat to public health, but also affects people’s mental health. Take scientific and effective psychological crisis intervention to prevent large-scale negative emotional contagion is an important task for epidemic prevention and control. This paper established a sentiment classification model to make sentiment annotation (positive and negative) about the 105,536 epidemic comments in 86 days on the official Weibo of People’s Daily, the test results showed that the accuracy of the model reached 88%, and the AUC value was greater than 0.9. Based on the marked data set, we explored the potential law between the changes in Internet public opinion and epidemic situation in China. First of all, we found that most of the Weibo users showed positive emotions, and the negative emotions were mainly caused by the fear and concern about the epidemic itself and the doubts about the work of the government. Secondly, there is a strong correlation between the changes of epidemic situation and people’s emotion. Also, we divided the epidemic into three period. The proportion of people’s negative emotions showed a similar trend with the number of newly confirmed cases in the growth and decay period, and the extinction period. In addition, we also found that women have more positive emotional performance than men, and the high-impact groups is also more positive than the low-impact groups. We hope that these conclusions can help China and other countries experiencing severe epidemics to guide publics respond.

scholarly journals Bienestar emocional en la vejez avanzada: estudio comparativo por edad y género

2017 ◽  
Vol 5 (1) ◽  
pp. 41 ◽  
Author(s):  
Ana Belén Navarro ◽  
Belén Bueno Martínez ◽  
José Buz Delgado
Keyword(s):  
Life Satisfaction ◽  
Old Age ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Well Being ◽  
Psychological Resilience ◽  
Emotional States ◽  
Age And Gender ◽  
Very Old ◽  
And Gender

Resumen: En la vejez avanzada, los estados emocionales se convierten en el motivo más importante para mantener la satisfacción con la vida. En este estudio se ha examinado el papel de las emociones positivas y negativas sobre el juicio de satisfacción vital en la vejez avanzada, así como las diferencias de edad y género en una muestra de 400 personas muy mayores de Salamanca, con edades comprendidas entre los 75 y 104 años. Los resultados muestran una mayor frecuencia de emociones positivas, siendo las más frecuentes estar atento, sentirse activo y fuerte y, las menos frecuentes, estar entusiasmado e inspirado. Entre los sentimientos negativos más frecuentes destacan sentirse inquieto, expectante y nervioso, y como menos frecuentes sentirse culpable, hostil y avergonzado. Además, aparecen diferencias de edad (quienes tienen entre 75 y 84 años se sienten más activos, entusiasmados e inspirados) y de género (las mujeres muy mayores se sienten más inquietas, nerviosas, orgullosas, temerosas, asustadas y perturbadas). Por otra parte, el análisis de regresión múltiple pone de manifiesto que permanecer animado, alegre, vigilante y alerta frente a los sucesos resulta funcional en el mantenimiento de la satisfacción vital de las personas de 75 y más años. Estos resultados confirman que las emociones positivas son un recurso potencial para la resiliencia psicológica en la vejez avanzada. Emotional well-being in advanced old age: comparative study by age and gender Abstract: In very old age, emotional states become the most important reason to maintain life satisfaction. In this study we examined the role of positive and negative emotions on the judgment of life satisfaction in advanced old age and the age and gender differences in a sample of 400 elderly people of Salamanca, aged between 75 and 104. The results show a higher frequency of positive emotions than negative, with the most frequent of the former being attentive, active and strong, and the less frequent ones being excited and inspired. Among the more frequent negative emotions are feeling jittery, nervous and alert, and the less frequent ones are feeling guilty, hostile and ashamed. In addition, there are differences in terms of both age (people aged between 75 and 84 are more active, enthusiastic and inspired) and gender (very old women are more jittery, nervous, proud, afraid, scared and upset). Moreover, multiple regression analysis showed that remaining lively, happy, interested and alert to events is essential for maintaining the life satisfaction of people aged over 75. These results confirm that positive emotions are a potential resource for psychological resilience in advanced old age.

scholarly journals The Role of Emotions, Moral Disengagement and Gender in Supporting Victims of Bullying

2020 ◽  
Vol 10 (12) ◽  
pp. 365
Author(s):  
Maria Carmen Cabrera ◽  
Elisa Larrañaga ◽  
Santiago Yubero
Keyword(s):  
Secondary Education ◽  
Moral Disengagement ◽  
Positive Emotions ◽  
Personal Responsibility ◽  
Negative Emotions ◽  
Proactive Behavior ◽  
Helping Behaviour ◽  
And Gender ◽  
Higher Secondary Education

Previous research shows that classmates supporting victims’ defence is fundamental to combat bullying. To find a suitable response for the bullying problem, we must bear in mind how all the victim’s classmates respond and what variables can determine their helping behaviour. Moral disengagement has been demonstrated to be a factor that explains behaviour when faced with bullying. Emotions have also been shown to be relevant for bullying behaviour. This research aimed to gain knowledge of how adolescents behave when faced with bullying and to analyse how their behaviour relates to moral disengagement and both positive and negative emotions, specifically supportive behaviour for victims. In the present study 1029 students participated, all of whom came from Secondary Education, Training Cycles and Higher Secondary Education Stages in Spain. The regression analysis confirmed that being male increased the likelihood of performing active and passive behaviours. Conversely, being female involved displaying more proactive behaviours. Feeling positive/pleasant emotions about bullying increased active behaviour. Feeling negative/unpleasant emotions about bullying increased behaviour in the proactive behavior group. Adolescents should be aware that stopping bullying is their personal responsibility, which depends on their behaviour with the victim. Interventions must aim to reduce moral disengagement and positive emotions about bullying by increasing negative emotions about such behaviour.

scholarly journals Mediating Effects of Emotion Regulation between Socio-Cognitive Mindfulness and Achievement Emotions in Nursing Students

Healthcare ◽  
2021 ◽  
Vol 9 (9) ◽  
pp. 1238
Author(s):  
Mikyoung Lee ◽  
Keum-Seong Jang
Keyword(s):  
Emotion Regulation ◽  
Nursing Education ◽  
Nursing Students ◽  
Structural Equation ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Equation Modeling ◽  
Mediating Effects ◽  
Achievement Emotions ◽  
Potential Benefits

Background: Mindfulness is known as an effective emotion regulation strategy and is beneficial for improving emotions. While meditative mindfulness has been widely studied, socio-cognitive mindfulness has received little attention in nursing literature, despite its potential benefits to the field. This study investigated relationships between nursing students’ socio-cognitive mindfulness, emotion regulation (reappraisal and suppression), and achievement emotions, and explored the mediating effects of emotion regulation. Methods: A total of 459 nursing students from three universities in Korea completed the questionnaire measuring the study variables. Structural equation modeling and path analysis were conducted to test the hypotheses. Results: Socio-cognitive mindfulness was found to positively influence reappraisal while negatively influencing suppression. Additionally, socio-cognitive mindfulness positively predicted positive achievement emotions but negatively predicted negative emotions. Reappraisal positively influenced positive emotions, whereas suppression positively influenced negative emotions. Furthermore, reappraisal mediated the link between mindfulness and positive emotions, and suppression mediated the link between mindfulness and negative emotions. Conclusions: Socio-cognitive mindfulness may be effective in regulating emotions among nursing students by enhancing reappraisal and reducing suppression. Mediating effects highlight the relevance of students’ emotion regulation in nursing education, suggesting the need to develop emotion regulation education programs.

Don’t Put Me in This Group

2019 ◽  
Vol 50 (2) ◽  
pp. 80-93
Author(s):  
Jort de Vreeze ◽  
Christina Matschke
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Negative Information ◽  
The Self ◽  
The Other ◽  
Other Hand ◽  
Group Memberships

Abstract. Not all group memberships are self-chosen. The current research examines whether assignments to non-preferred groups influence our relationship with the group and our preference for information about the ingroup. It was expected and found that, when people are assigned to non-preferred groups, they perceive the group as different to the self, experience negative emotions about the assignment and in turn disidentify with the group. On the other hand, when people are assigned to preferred groups, they perceive the group as similar to the self, experience positive emotions about the assignment and in turn identify with the group. Finally, disidentification increases a preference for negative information about the ingroup.

Age, Education, and Gender Confound Neuropsychological Test Results

1994 ◽  
Author(s):  
W. C. Wiederholt ◽  
◽  
D. Cahn ◽  
N. M Butters ◽  
D. P. Salmon ◽  
...  
Keyword(s):  
Neuropsychological Test ◽  
Test Results ◽  
And Gender

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

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