Relationship between classroom environment and emotions in science students

被引：0

作者：

Membiela, Pedro ^{[1
]}

Cal, Laura ^{[1
]}

Jimenez, Ares ^{[1
]}

Otero, Alberto ^{[1
]}

Zemankova, Katerina ^{[1
]}

机构：

[1] Fac Ciencias Educ, Orense 32004, Spain

来源：

SIXTH INTERNATIONAL CONFERENCE ON TECHNOLOGICAL ECOSYSTEMS FOR ENHANCING MULTICULTURALITY (TEEM'18) | 2018年

关键词：

classroom environment; student emotions; science students; DOMAIN SPECIFICITY; ACADEMIC EMOTIONS; ACHIEVEMENT; ANTECEDENTS; MOTIVATION;

D O I：

10.1145/3284179.3284280

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

The research has been carried out with 202 science students. Emotions about the teaching of science are related to variables associated with the classroom environment. Highlights the importance of negative predictors of negative emotions (boredom, hopelessness, anger and anxiety) both related to the work of teachers (teacher support and equity) and students (student cohesion and cooperation). In the relationship between the classroom environment and the emotions of science students, it is worth noting that the teacher's support and the students' cohesion are positive predictors of an important positive emotion such as enjoyment, and that the equity of the teacher and the cohesion of the students are negative predictors of another important negative emotion such as anxiety.

引用

收藏

页码：613 / 616

页数：4

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