Ten theses of the joy of learning at primary schools

Rantala, Taina; Määttä, Kaarina

doi:10.1080/03004430.2010.545124

Cited by 37 publications

(25 citation statements)

References 38 publications

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“…These results from our present study support previous findings that ECPs generally regard their work as positive, enjoyable and engaging (Nislin et al 2015b;Rantala & Määttä 2011), and experience their work as autonomous (Nislin et al 2015a). ECPs felt they had control over own work; they felt they had mastered their job and had freedom to decide the content of their work.…”

Section: Discussionsupporting

confidence: 92%

“…Positive attitudes towards their ECE work are reflected in better quality of pedagogical work and especially in more positive teamwork (Nislin et al 2015a(Nislin et al , 2015b. Basic elements of work such as caring for and teaching children are considered to enhance work satisfaction and joy (Rantala & Määttä 2011) and overall, ECPs feel their work is meaningful and engaging (Estola, Erkkilä & Syrjälä 2003). However we do not yet understand the ways in which ECPs' job satisfaction is linked with the value the world around them assigns their work (the appreciation they receive).…”

Section: Introduction: Professionalism In Early Childhood Educationmentioning

confidence: 99%

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Working with children with special needs in Finnish kindergartens: Professionals and/or specialists?

Nislin

Paananen

Repo

et al. 2016

SAJCE

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The aim is to investigate the links between job satisfaction of Finnish early childhood professionals (ECPs) and the appreciation they receive for their work, and how these are associated with their competence to work with children with diverse needs and backgrounds. Data was collected via nationwide online survey for practitioners (<em>n</em> = 885) working in Finnish kindergartens. The main findings show that ECPs experience their work as satisfactory and receive appreciation from colleagues, friends and the children’s parents. It was also evident form the data that ECPs felt themselves to be incompetent to work with children with disabilities or children who had experienced trauma. This may reflect that more in-service training regarding these special education issues is needed. We argue that satisfaction, appreciation and competence, are key factors in the development of a strong professional identity, enhanced well-being at work and in other domains of life and particularly for high quality and inclusive early childhood education.

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Section: Discussionsupporting

confidence: 92%

Section: Introduction: Professionalism In Early Childhood Educationmentioning

confidence: 99%

Working with children with special needs in Finnish kindergartens: Professionals and/or specialists?

Nislin

Paananen

Repo

et al. 2016

SAJCE

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“…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.…”

Section: Theoretical Reflections and Educational Implicationssupporting

confidence: 92%

“…Previous literature has also shown that pupils' enjoyment, anger and anxiety are related to teachers' instructional behavior (Becker et al, 2014, Gläser-Zikuda & Fuβ, 2008Sarason, 1984). For example, lack of feedback from teachers, unstructured learning material, unclear instructions and excessive external teacher control have been shown to cause negative emotions such as anxiety and anger (Anttila, Pyhältö, Soini, & Pietarinen, 2016;Becker et al, 2014;Rantala & Määttä, 2012;Sarason, 1984). Moreover, there is some tentative evidence that teachers who experience high job satisfaction are less stressed and exhausted and are perceived by pupils as giving better-quality instruction (Klussmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008;Kunter, Klusmann, Baumert, Richter, Voss, & Hachfeld, 2013).…”

Section: Emotions In Teacher-pupil Interactionmentioning

confidence: 99%

Socially Embedded Academic Emotions in School

Anttila¹,

Pyhältö²,

Pietarinen³

et al. 2018

JEL

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School is a central arena for a wide amount of emotions. Previous research on academic emotions has, however, mainly focused on achievement, engagement and teaching, situated in classroom. The social embeddedness, as well as different learning environments of school, continue to be neglected in the research literature. Our study focuses on examining socially embedded academic emotions in school, including emotions described in peer interactions and in teacher-pupil interactions. Furthermore, the aim of the study was to investigate socially embedded academic emotions situated in both informal and formal learning environments. In the study, we combine both qualitative and quantitative methods by using picture tasks and questionnaires. In total, 146 sixth and eighth graders participated in the study. The results of our study showed that the interaction between teachers and peers is a central arena for pupils’ described socially embedded academic emotions in school. Furthermore, our study emphasizes the role of an informal learning environment as an important setting for socially embedded academic emotions. Practical and theoretical implications of these findings are discussed.

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“…More recent psychological studies discuss that the significance of emotions in learning and achievement (Mayring & Rhöneck, 2003;Pekrun, 2000;Rantala & Maatta, 2012) and the emotions that affect learning and performance (Pekrun, Goetz, Titz, & Perry 2007). Many researchers also have voiced concerns about the need to investigate students' emotions in the context of classrooms (Goetz, Preckel, Pekrun, & Hall, 2007;Pekrun, 2006;Pekrun, Elliot, & Maier, 2006;Schutz & DeCuir, 2002).…”

Section: Academic Emotions and Achievementmentioning

confidence: 99%

EFL Saudi Students’ Class Emotions and Their Contributions to Their English Achievement at Taif University

Ismail¹

2015

IJPS

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This paper investigates class academic emotions of anger, anxiety, enjoyment, hope, hopelessness, pride, boredom and shame in the academic situation and their contributions to Saudi EFL students' English achievement. It also strives to find if there are any differences in class emotions and achievement according gender and streams (science and humanities). The sample consists of 315 (177 males & 138 females) university students. The Pekrun, Goetz, Titz and Perry (2002) class-related emotions scale was used to determine class emotions of students. The findings revealed that there are no differences between science and humanities (M = 22.763, SD = 8.118) in achievement and class emotions except in boredom in favour of science stream. The results also indicated that there were no differences between males and females in class emotions except in the enjoyment in favour of females. It also revealed that there were significant differences between males and females in English achievement in favour of females. On the other hand, it was found that emotions explained 65.8 % in variance of the students' academic achievement. Furthermore, the findings have implications for students, teachers, and curriculum developers who are to develop a curriculum well-suited with the needs of language learners.

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Ten theses of the joy of learning at primary schools

Cited by 37 publications

References 38 publications

Working with children with special needs in Finnish kindergartens: Professionals and/or specialists?

Working with children with special needs in Finnish kindergartens: Professionals and/or specialists?

Socially Embedded Academic Emotions in School

EFL Saudi Students’ Class Emotions and Their Contributions to Their English Achievement at Taif University

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