Students’ emotions and academic engagement: Introduction to the special issue

doi:10.1016/j.cedpsych.2010.11.004

Contemporary Educational Psychology

Volume 36, Issue 1, January 2011, Pages 1-3

https://doi.org/10.1016/j.cedpsych.2010.11.004 Get rights and content

Abstract

In recent years, there has been a growing interest in the role of emotions in academic settings, especially in how emotions shape student engagement and learning. This special issue highlights new research in this area and aims to inspire others to join us in conducting empirical research on emotions in education. Using a variety of theoretical and methodological perspectives, all contributions share a unique focus on the linkages between students’ emotions and their academic engagement. What is particularly important about this set of papers is their consideration of how and why student emotions emerge, how these emotions in turn shape students’ engagement and achievement, and the ways in which students can harness emotional resources for facilitating their engagement and achievement. In this introduction to the special issue, we briefly highlight each of the manuscripts and suggest several directions for future research.

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In this study, a mixed method and prospective design was followed to achieve two objectives: code student responses to an open-ended question about their teachers’ teaching and examine how this classification relates with the associations among students’ self-reports on teachers’ message framing (gains or losses), their self-efficacy, academic achievement emotions, and teacher reported grades. 1107 Spanish students in grades 9 to 12 participated in the study. GPT-4 was used to code the open-ended question responses on teachers’ teaching style. Structural equation modeling (SEM) tested the hypothesized relations among variables accounting for the teaching styles. Results from the SEM revealed that gain-framed messages related positively with student outcomes, as opposed to loss-framed messages, but only when teachers displayed a motivating teaching style. For demotivating teachers, messages did not relate with students’ outcomes except for gain-framed messages and student adaptive emotions. Directions for future research and implications for educational practice are discussed.
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Students’ emotions and academic engagement: Introduction to the special issue

Abstract

Parsing the subcomponents of emotion and disorders of emotion: Perspectives from affective neuroscience

Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment

Journal of Educational Psychology

Reconstructing the past: A century of ideas about emotion in psychology

Emotion Review

Promoting students’ emotions and achievement – Instructional design and evaluation of the ECOLE-approach

Learning and Instruction