Students’ experiences of the development of emotional engagement

Abstract

The stability and internal dynamics of students' emotional engagement was examined in a longitudinal study among primary and secondary school students over three terms. A total of 170 students were surveyed, and the study was conducted using structural equation modelling. The results showed that emotional engagement remained stable over time. Furthermore, the results showed that the students' emotional engagement in teacher-student relationships associated with emotional engagement in peer relations and explained the perceived peer-group relations over time. Surprisingly, the association between teacher-student and peer-group relations was stronger among the secondary school students than among the primary school students, implying that despite the contextual differences, teachers have real opportunities to promote positive peer influences at different phases of the school path.

Socially Embedded Academic Emotions in School

“…Negative emotions embedded in teacher-pupil interaction, both in class and in recess, were related to pupils' misbehavior and teachers' instructional behavior. Accordingly, our study confirms previous findings in the literature (e.g., Becker et al, 2014;Chang, 2013;Gläser-Zikuda & Fuβ, 2008;Rantala & Määttä, 2012Sarason, 1984, Ulmanen et al, 2016. Furthermore, described negative emotions were related to lack of social support and help from teachers.…”

“…Moreover, pupils' emotions toward their peers are shown to contribute to their academic engagement and achievement (Furrer & Skinner, 2003;Linnenbrink et al, 2011;Ulmanen et al, 2016;Véronneau & Vitaro, 2007;Wentzel & Caldwell, 1997;Witkow & Fuligni, 2010). Positive emotions may, for example, promote enjoyment of learning that further increases effort and odds for academic success (e.g., Pekrun et al, 2002;Pekrun, Goetz, Perry, Kramer, & Hochstadt, 2004).…”

“…Positive emotions may, for example, promote enjoyment of learning that further increases effort and odds for academic success (e.g., Pekrun et al, 2002;Pekrun, Goetz, Perry, Kramer, & Hochstadt, 2004). However, recent studies have also shown that positive emotions between peers do not necessarily increase pupils' commitment to schoolwork, but may also cause negative emotional experiences and cynicism towards school (Ulmanen et al, 2016). Furthermore, increased anxiety caused by competition for good grades may also result from positive peer interactions, where good academic performance is socially expected and valued (Pekrun et al, 2017).…”

“…The picture task technique was applied to access presumably hidden content and emotions using visual stimuli and imagery (Porr, Mayan, Graffigna, Wall, & Vieira, 2011). Moreover, the pictures and questions may help to capture pupils' unfiltered perceptions and their school-related emotions (Branthwaite, 2002;Ulmanen, 2016). The pictures were created, based on a set of photographs, to represent normal school day situations that all pupils face during a normal school day.…”

The Role of Perceived Social Support as a Contributor to the Successful Transition from Primary to Lower Secondary School

“…However, because teachers change with the transition, unlike parents and to some extent peers, more discontinuity is likely with respect to the effects of pre-transition teacher-student relationships on students' subsequent school-related outcomes. Moreover, there is evidence showing that while students' peer group status begins to stabilize towards the end of primary school, students re-negotiate their relationships with the teacher (Ulmanen, Soini, Pietarinen, & Pyhältö, 2016).…”