Unit:
Κατεύθυνση Εφαρμογές της Ψυχολογίας στη σχολική κοινότηταLibrary of the School of Philosophy
Author:
Gkoutzourela Stamatia
Supervisors info:
Δημητροπούλου Παναγιώτα, Επίκουρη Καθηγήτρια, Τμήμα Ψυχολογίας, Πανεπιστήμιο Κρήτης (επιβλέπουσα καθηγήτρια)
Φιλιππάτου Διαμάντω, Επίκουρη Καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Θεσσαλίας
Τάνταρος Σπύρος, Καθηγητής, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Original Title:
Η Διερεύνηση της Σχέσης των Ακαδημαϊκών Συναισθημάτων, των Κινήτρων και του Κλίματος της Σχολικής Τάξης, σε Μαθητές Πρωτοβάθμιας Εκπαίδευσης
Translated title:
The Research of the Relationship between Academic Emotions, Motivation and the Classroom Climate in Students of Primary Education
Summary:
Abstract
In recent years, interest in research into the psycho-mental dimensions of education has increased, and many scholars emphasize the importance of the interaction of emotion, motivation and knowledge, since emotions can facilitate or impede learning and ultimate success in school. At the same time, the school environment creates the framework for a variety of emotional experiences that can potentially influence learning and teaching processes. The purpose of this research is to study the relationship between academic emotions (enjoyment, pride, relief, anger, anxiety, hopelessness, boredom), motivation and the climate of the classroom. The sample consisted of 296 students in the 5th and 6th grade from primary schools in Attica. For the purposes of the research, the following self-referencing questionnaires were administered to and analyzed statistically: (a) Motivation for Reading Questionnaire-MRQ, to evaluate different aspects of motivation (b) Achievement Emotions Questionnaire-AEQ, for approaching the various feelings of the students in academic environments (c) Questionnaire School as a Caring Community Profile - II - SCCP-II, for assessing the views of students on whether their school functions as a community that cares for its members d) Learning Climate Questionnaire-LCQ, for the evaluation of the learning frameworks and the degree of autonomous behavior of pupils in this contexts (e) Basic Psychological Need Satisfaction Scale – BPNSS, for assessing the satisfaction of students psychological needs. (f) self-developed demographic questionnaire. The results highlight the role of psycho-emotional factors in education and reinforce the need for intervention programs of social and emotional education in modern school.
Main subject category:
Philosophy - Psychology
Keywords:
Academic Emotions, Motivation, Classroom Climate, Basic Psychological Needs, Schools as Communities
Number of references:
159
