Emotional Experiences of Students in the Classroom: A Multimethod Qualitative Study

Wondimu Ahmed*, Margaretha van der Werf, Alexander Minnaert

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

11 Citations (Scopus)

Abstract

In this article, we report on a multimethod qualitative study designed to explore the emotional experiences of students in the classroom setting. The purpose of the study was threefold: (1) to explore the correspondence among nonverbal expressions, subjective feelings, and physiological reactivity (heart rate changes) of students' emotions in the classroom; (2) to examine the relationship between students' emotions and their competence and value appraisals; and (3) to determine whether task difficulty matters in emotional experiences. We used multiple methods (nonverbal coding scheme, video stimulated recall interview, and heart rate monitoring) to acquire data on emotional experiences of six grade 7 students. Concurrent correspondence analyses of the emotional indices revealed that coherence between emotional response systems, although apparent, is not conclusive. The relationship between appraisals and emotions was evident, but the effect of task difficulty appears to be minimal.

Original languageEnglish
Pages (from-to)142-151
Number of pages10
JournalEuropean Psychologist
Volume15
Issue number2
DOIs
Publication statusPublished - 2010

Keywords

  • emotional experiences
  • multimethod
  • qualitative study
  • appraisals
  • NERVOUS-SYSTEM ACTIVITY
  • ACADEMIC EMOTIONS
  • ACHIEVEMENT
  • BEHAVIOR

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