Araştırma Makalesi
PDF EndNote BibTex RIS Kaynak Göster

Yıl 2022, Cilt 6, Sayı 1, 44 - 51, 01.08.2022
https://doi.org/10.31805/acjes.1091001

Öz

Kaynakça

  • Bagnoli, A., & Clark, A. (2010). Focus groups with young people: A participatory approach to research planning. Journal of Youth Studies, 13(1), 101–119. https://doi.org/10.1080/13676260903173504
  • Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95(1), 148–162. https://doi.org/10.1037/0022-0663.95.1.148
  • Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books. Hoppe, M. J., Wells, E. A., Morrison, D. M., Gillmore, M. R., & Wilsdon, A. (1995). Using focus groups to discuss sensitive topics with children. Evaluation Review, 19(1), 102–114. https://doi.org/10.1177/0193841X9501900105
  • Jenkins, R. (1992). Pierre Bourdieu. London: Routledge. https://doi.org/10.4324/9781315015583 Jones, S.M. & Bouffard, S.M. (2012). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 26(4), pp.1-33. https://doi.org/10.1177/2332858415603959
  • Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. K. (2010, September). The relation of affect to behavioral, cognitive, and social engagement: A focus on student engagement during small group instruction. Paper presented at the International Conference on Motivation, Porto, Portugal.
  • Linnenbrink-Garcia, L. and Pekrun, R. (2011). Students’ Emotions and Academic Engagement: Introduction to the Special Issue. Contemporary Educational Psychology, 36, 1-3. https://doi.org/10.1016/j.cedpsych.2010.11.004
  • Mayer, J.D., Salovey, P., Caruso, D.R., & Sitarenios, G. (2003). Measuring emotional intelligence with the MSCEIT V2.0. Emotion.
  • Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91–106 . http://dx.doi.org/10.1207/S15326985EP3702_4
  • Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. https://doi.org/10.1007/s10648-006-9029-9
  • Pekrun, R. (2009). Emotions at school. In K. R. Wenzel & A. Wigfield (Eds.), Educational psychology handbook series. Handbook of motivation at school (p. 575–604). Routledge/Taylor & Francis Group.
  • Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2010). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36–48. DOI:10.1016/j.cedpsych.2010.10.002
  • Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), Educational psychology handbook series. International handbook of emotions in education (p. 120–141). Routledge/Taylor & Francis Group.
  • Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development. DOI:10.1111/cdev.12704
  • Rosanna L. Breen (2006) A Practical Guide to Focus-Group Research, Journal of Geography in Higher Education, 30:3, 463-475. https://doi.org/10.1080/03098260600927575
  • Saunders, M.N.K. (2012). Choosing Research Participants, in G. Symons and C. Cassell, ed. The Practice of Qualitative Organizational Research: Core Methods and Current Challenges. London: Sage. pp.37-55.
  • Ulmanen, S., Soini, T., Pyhältö, K., & Pietarinen, J. (2014). Strategies for academic engagement perceived by finnish sixth and eighth graders. Cambridge Journal of Education, 44(3). DOI:10.1080/0305764X.2014.921281

Highlighting the Consequences of Ignoring Children's Emotions in Schools: Case of 30 pupils in 3 Algerian Primary Schools

Yıl 2022, Cilt 6, Sayı 1, 44 - 51, 01.08.2022
https://doi.org/10.31805/acjes.1091001

Öz

This research paper probes the potential effects that disregarding academic emotions in the educational milieu might have on primary school pupils in Algeria. It mainly focuses on revealing various emotions children have in and toward their schools. To investigate this issue, we have used relevant theories and approaches to underpin the present study, notably Reinhard Pekrun’s works (2006, 2000, 2010,201, and 2017) and Goleman’s emotional intelligence theory (1995). Correspondingly, we opted for an observation and focus group discussions as the main research instruments to examine the selected pupils’ emotions toward school and teachers. More specifically, we selected three different primary schools in Oran and Mostaganem cities (Algeria) to observe and interrogate 30 pupils. Our participants’ age varied between six to eleven years old. The findings showed that most children have negative feelings inside the educational milieu. Also, the participants revealed that they hate school, for they consider themselves imprisoned in this milieu, and most of them do not like their teachers for various reasons. As a matter of fact, the present research accentuates that positivizing the educational milieu at the primary level must be a priority for teachers, parents and the ministry of education in Algeria. Our study also emphasizes the significance of fostering children’s emotional intelligence.

Kaynakça

  • Bagnoli, A., & Clark, A. (2010). Focus groups with young people: A participatory approach to research planning. Journal of Youth Studies, 13(1), 101–119. https://doi.org/10.1080/13676260903173504
  • Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95(1), 148–162. https://doi.org/10.1037/0022-0663.95.1.148
  • Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books. Hoppe, M. J., Wells, E. A., Morrison, D. M., Gillmore, M. R., & Wilsdon, A. (1995). Using focus groups to discuss sensitive topics with children. Evaluation Review, 19(1), 102–114. https://doi.org/10.1177/0193841X9501900105
  • Jenkins, R. (1992). Pierre Bourdieu. London: Routledge. https://doi.org/10.4324/9781315015583 Jones, S.M. & Bouffard, S.M. (2012). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 26(4), pp.1-33. https://doi.org/10.1177/2332858415603959
  • Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. K. (2010, September). The relation of affect to behavioral, cognitive, and social engagement: A focus on student engagement during small group instruction. Paper presented at the International Conference on Motivation, Porto, Portugal.
  • Linnenbrink-Garcia, L. and Pekrun, R. (2011). Students’ Emotions and Academic Engagement: Introduction to the Special Issue. Contemporary Educational Psychology, 36, 1-3. https://doi.org/10.1016/j.cedpsych.2010.11.004
  • Mayer, J.D., Salovey, P., Caruso, D.R., & Sitarenios, G. (2003). Measuring emotional intelligence with the MSCEIT V2.0. Emotion.
  • Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91–106 . http://dx.doi.org/10.1207/S15326985EP3702_4
  • Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. https://doi.org/10.1007/s10648-006-9029-9
  • Pekrun, R. (2009). Emotions at school. In K. R. Wenzel & A. Wigfield (Eds.), Educational psychology handbook series. Handbook of motivation at school (p. 575–604). Routledge/Taylor & Francis Group.
  • Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2010). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36–48. DOI:10.1016/j.cedpsych.2010.10.002
  • Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), Educational psychology handbook series. International handbook of emotions in education (p. 120–141). Routledge/Taylor & Francis Group.
  • Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development. DOI:10.1111/cdev.12704
  • Rosanna L. Breen (2006) A Practical Guide to Focus-Group Research, Journal of Geography in Higher Education, 30:3, 463-475. https://doi.org/10.1080/03098260600927575
  • Saunders, M.N.K. (2012). Choosing Research Participants, in G. Symons and C. Cassell, ed. The Practice of Qualitative Organizational Research: Core Methods and Current Challenges. London: Sage. pp.37-55.
  • Ulmanen, S., Soini, T., Pyhältö, K., & Pietarinen, J. (2014). Strategies for academic engagement perceived by finnish sixth and eighth graders. Cambridge Journal of Education, 44(3). DOI:10.1080/0305764X.2014.921281

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Eğitim Araştırmaları
Bölüm Makaleler
Yazarlar

Dallel SARNOU> (Sorumlu Yazar)
Abdelhamid Ibn Badis
0000-0001-8426-9717
Algeria


Hanane SARNOU>
Abdelhamid Ibn Badis University
0000-0003-0433-2785
Algeria

Yayımlanma Tarihi 1 Ağustos 2022
Yayınlandığı Sayı Yıl 2022, Cilt 6, Sayı 1

Kaynak Göster

Bibtex @araştırma makalesi { aebd1091001, journal = {Academy Journal of Educational Sciences}, eissn = {2602-3342}, address = {akademiegitimbilimleri@gmail.com}, publisher = {Abdullah KALDIRIM}, year = {2022}, volume = {6}, number = {1}, pages = {44 - 51}, doi = {10.31805/acjes.1091001}, title = {Highlighting the Consequences of Ignoring Children's Emotions in Schools: Case of 30 pupils in 3 Algerian Primary Schools}, key = {cite}, author = {Sarnou, Dallel and Sarnou, Hanane} }
APA Sarnou, D. & Sarnou, H. (2022). Highlighting the Consequences of Ignoring Children's Emotions in Schools: Case of 30 pupils in 3 Algerian Primary Schools . Academy Journal of Educational Sciences , 6 (1) , 44-51 . DOI: 10.31805/acjes.1091001
MLA Sarnou, D. , Sarnou, H. "Highlighting the Consequences of Ignoring Children's Emotions in Schools: Case of 30 pupils in 3 Algerian Primary Schools" . Academy Journal of Educational Sciences 6 (2022 ): 44-51 <http://journal.acjes.com/tr/pub/issue/71380/1091001>
Chicago Sarnou, D. , Sarnou, H. "Highlighting the Consequences of Ignoring Children's Emotions in Schools: Case of 30 pupils in 3 Algerian Primary Schools". Academy Journal of Educational Sciences 6 (2022 ): 44-51
RIS TY - JOUR T1 - Highlighting the Consequences of Ignoring Children's Emotions in Schools: Case of 30 pupils in 3 Algerian Primary Schools AU - DallelSarnou, HananeSarnou Y1 - 2022 PY - 2022 N1 - doi: 10.31805/acjes.1091001 DO - 10.31805/acjes.1091001 T2 - Academy Journal of Educational Sciences JF - Journal JO - JOR SP - 44 EP - 51 VL - 6 IS - 1 SN - -2602-3342 M3 - doi: 10.31805/acjes.1091001 UR - https://doi.org/10.31805/acjes.1091001 Y2 - 2022 ER -
EndNote %0 Academy Journal of Educational Sciences Highlighting the Consequences of Ignoring Children's Emotions in Schools: Case of 30 pupils in 3 Algerian Primary Schools %A Dallel Sarnou , Hanane Sarnou %T Highlighting the Consequences of Ignoring Children's Emotions in Schools: Case of 30 pupils in 3 Algerian Primary Schools %D 2022 %J Academy Journal of Educational Sciences %P -2602-3342 %V 6 %N 1 %R doi: 10.31805/acjes.1091001 %U 10.31805/acjes.1091001
ISNAD Sarnou, Dallel , Sarnou, Hanane . "Highlighting the Consequences of Ignoring Children's Emotions in Schools: Case of 30 pupils in 3 Algerian Primary Schools". Academy Journal of Educational Sciences 6 / 1 (Ağustos 2022): 44-51 . https://doi.org/10.31805/acjes.1091001
AMA Sarnou D. , Sarnou H. Highlighting the Consequences of Ignoring Children's Emotions in Schools: Case of 30 pupils in 3 Algerian Primary Schools. ACJES. 2022; 6(1): 44-51.
Vancouver Sarnou D. , Sarnou H. Highlighting the Consequences of Ignoring Children's Emotions in Schools: Case of 30 pupils in 3 Algerian Primary Schools. Academy Journal of Educational Sciences. 2022; 6(1): 44-51.
IEEE D. Sarnou ve H. Sarnou , "Highlighting the Consequences of Ignoring Children's Emotions in Schools: Case of 30 pupils in 3 Algerian Primary Schools", Academy Journal of Educational Sciences, c. 6, sayı. 1, ss. 44-51, Ağu. 2022, doi:10.31805/acjes.1091001