Page 180 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 180
Until recently, the scope of research into emotions in education was rath-
er limited, in particular at the level of empirical studies. At the theoretical lev-
el, it was ‘pride’ and ‘shame’ that were repeatedly mentioned as the two basic
emotions within motivation for learning, however, with limited empirical sup-
port (Pekrun, 2009). An exception to this was mainly the research into test anx-
iety and its impact on academic achievement. Intense research into test anx-
iety dates back to the 1930’s and has now exceeded 1,000 empirical studies
(ibid.). The research from the field of emotions in education has been on the
increase in the last fifteen years. Ahmed et al. (2010) cite four special issues and
two handbooks in their overview of literature devoted especially to the field of
emotions in education. The momentum of research in this field may be attrib-
uted to definitions of emotional and social skills as significant indicators of not
only students’ self-regulation, but also their achievement in school.
Emotions in a school situation are given additional strength through a
social context with the interplay of different types of relationships (between
peers, with teachers and the rest of the school staff ) (Pekrun, 2009). For this
reason it makes sense to develop students’ emotional and social skills simul-
180 taneously. The nature of teaching at school is fundamentally social. Learning
takes place in relation to the teacher, peers and the school as a whole. Students
who are successful in school are also characterised by greater social compe-
tencies, they are more active in the classroom, their relationships with their
peers and teachers are better and their behaviour largely prosocial (Ragozzino
et al., 2003). Students with better social competencies express their opinions
and points of view more clearly and easily, integrate, evaluate and accept oth-
er people’s opinions more easily, and it is also more common for them to ask
for help when necessary. All of this fosters better-quality learning and there-
by a higher academic achievement. Students who feel emotionally connect-
ed to their peers and teachers and who value learning and learning outcomes,
show more positive attitude to themselves as well. For instance students’ eval-
uation of teachers’ warmth and support significantly predict pupils’ involve-
ment and activity in the learning process, which also results in a better aca-
demic achievement and better-quality knowledge (ibid.).
Today, science recognises learning and teaching as two processes that in-
clude both the cognitive, as well as the emotional and social aspect of individ-
uals’ functioning (Zins et al., 2004). Without developed emotional and social
competencies, students eventually, develop a lower level of connection with
school; of particular importance here is the period of transition from lower sec-
ondary to upper secondary education. A low level of connection with school
has a negative impact on students’ academic achievement, their behaviour
and health (Blum and Libbey, 2004). Klem and Connell (2004) for instance re-
port that as many as 40 to 60% of students in upper secondary education have
a significantly low level of connection with school. A study by Rosenblatt and
student (under)achievement: perspectives, approaches, challenges
er limited, in particular at the level of empirical studies. At the theoretical lev-
el, it was ‘pride’ and ‘shame’ that were repeatedly mentioned as the two basic
emotions within motivation for learning, however, with limited empirical sup-
port (Pekrun, 2009). An exception to this was mainly the research into test anx-
iety and its impact on academic achievement. Intense research into test anx-
iety dates back to the 1930’s and has now exceeded 1,000 empirical studies
(ibid.). The research from the field of emotions in education has been on the
increase in the last fifteen years. Ahmed et al. (2010) cite four special issues and
two handbooks in their overview of literature devoted especially to the field of
emotions in education. The momentum of research in this field may be attrib-
uted to definitions of emotional and social skills as significant indicators of not
only students’ self-regulation, but also their achievement in school.
Emotions in a school situation are given additional strength through a
social context with the interplay of different types of relationships (between
peers, with teachers and the rest of the school staff ) (Pekrun, 2009). For this
reason it makes sense to develop students’ emotional and social skills simul-
180 taneously. The nature of teaching at school is fundamentally social. Learning
takes place in relation to the teacher, peers and the school as a whole. Students
who are successful in school are also characterised by greater social compe-
tencies, they are more active in the classroom, their relationships with their
peers and teachers are better and their behaviour largely prosocial (Ragozzino
et al., 2003). Students with better social competencies express their opinions
and points of view more clearly and easily, integrate, evaluate and accept oth-
er people’s opinions more easily, and it is also more common for them to ask
for help when necessary. All of this fosters better-quality learning and there-
by a higher academic achievement. Students who feel emotionally connect-
ed to their peers and teachers and who value learning and learning outcomes,
show more positive attitude to themselves as well. For instance students’ eval-
uation of teachers’ warmth and support significantly predict pupils’ involve-
ment and activity in the learning process, which also results in a better aca-
demic achievement and better-quality knowledge (ibid.).
Today, science recognises learning and teaching as two processes that in-
clude both the cognitive, as well as the emotional and social aspect of individ-
uals’ functioning (Zins et al., 2004). Without developed emotional and social
competencies, students eventually, develop a lower level of connection with
school; of particular importance here is the period of transition from lower sec-
ondary to upper secondary education. A low level of connection with school
has a negative impact on students’ academic achievement, their behaviour
and health (Blum and Libbey, 2004). Klem and Connell (2004) for instance re-
port that as many as 40 to 60% of students in upper secondary education have
a significantly low level of connection with school. A study by Rosenblatt and
student (under)achievement: perspectives, approaches, challenges
