THE EMOTIONS IN THE EDUCATIONAL CONTEXT AND QUALITY ASSESSMENT OF ONGOING PLATFORMS FOR ONLINE TEACHING ON THE TERRITORY OF KOSOVO AND METOHIJA
Keywords:
high school students, academic emotions, online teaching, the quality assessment of platforms, Kosovo and Metohija
Abstract
The theoretical basis of the work is represented by the theory of control and value of emotions and Pekurn's understanding of academic emotions as well. The main goal of the research was to examine the expression of positive emotions such as enjoyment, pride, relaxation or relief and negative emotions as well, such as anger, boredom, anxiety at students during online classes, as well as their relationship to overall success and quality assessment of online teaching platforms in use.The following material was used in this work: Achievement Emotion Questionnaire (AEQ), Questionnaire on Quality Assessment of ongoing Online Teaching Platforms (UPKPON1) and Questionnaire of Sociodemographic Variables. A hundred high school final year students from Kosovo and Metohija were involved in this sample.
The results showed that during online classes positive emotions such as enjoyment, pride and relief are experienced more intensely than negative ones such as anger, anxiety and boredom; the most expressed positive emotion is enjoyment, and the most expressed negative emotion is boredom. Experience of positive and negative emotions during online teaching doesn’t correlate significantly with students' school success. The most of students were using laptops to monitor online classes and they had adequate internet speeds as well as their own device for monitoring classes. Students expressed a neutral general attitude towards online teaching; Google Meet platform was the most used platform to follow online classes.
A significant correlation between the experience of positive and negative emotions and the general attitude towards online teaching was proved. The students who felt more anxious, angry and got bored during online classes expressed more satisfaction with online classes. There is a difference in the expression of certain positive and negative emotions during online classes with regard to the gender and type of high school that students attend.
References
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Boekaerts 2006: Monique Boekaerts. Understanding Students’ Affective Processes in the Classroom. In P. Schutz., R. Pekrun (Eds). Emotion in Education. San Diego. Academic Press. 37–56.
Brdovčak 2017: Barbara Brdovčak. The Relationship between Achievement Emotions, Appraisals of Control and Value, and Academic Success. Croatian Journal of Education, 19 (3), 29-41.
Burić 2008: Irena Burić. Uloga emocija u obrazovnom kontekstu – teorija kontrole i vrednosti. Suvremena psihologija 11(1), 77-92.
Cohen 1988: Jacob Cohen. Statistical power analysis for the behavior sciences. Hillsdle (Michigan): Lawrence Erlbaum Associates
Ђорђевић, Павловић, Весић-Павловић 2020: Данијела Ђорђевић, Зоран Павловић, Тијана Весић-Павловић. Мишљење студената о онлајн настави енглеског језика – могућности и ограничења. Зборник радова Филозофског факултета, 50 (4), 117-140.
Ellsworth, Tong 2006: Phoebe Ellsworth, Eddie Tong. What does it mean to be angry at yourself? Categories, appraisals, and the problem of language. Emotion, 6, 573-586.
Finlayson 2014: Maureen Finlayson. Addressing Math Anxiety in the Classroom. Improving Schools, 17 (1), 99–115.
Frenzel 2014: Anne Frenzel. Teacher emotions. In E. A. Linnenbrink-Garcia & R. Pekrun (Eds.). International Handbook of Emotions in Education. New York: Routledge. 494- 519.
Goetz, Pekrun, Hall, Haag 2006b: Thomas Goetz, Reinhard Pekrun, Nathan Hall, Ludwig Haag. Academic emotions from a social-cognitive perspective: Anteceents and domain specificity of students’ affect in the context of Latin instruction. British Jounal of Educational Psychology, 76, 289-308.
Hamre, Pianta 2005: Bridget Hamre, Robert Pianta. Can Instructional and Emotional Support in the First-grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76 (5), 949–967.
Hascher 2007: Tina Hascher. Exploring Students’ Well-Being by Taking a Variety of Looks into the Classroom. Hellenic Journal of Psychology, 4 (3), 331–349.
Hembree 1988: Ray Hembree. Correlates, causes, effects and treatment of test anxiety. Review of Educational Research, 58, 47-77.
Kim 2020: Jinyoung Kim. Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52,145–158.
Ko, Rossen 2017: Susan Ko, Steve Rossen. Teaching Online: A Practical Guide. New York: Routledge.
Kolak, Majcen 2011: Ante Kolak, Melita Majcen. Emocionalne reakcije učenika u nastavnom procesu kao poticaj u razvoju kreativnosti. Međunarodni stručni skup Daroviti u procesu globalizacije. U: Grozdanka Gojkov Arad (ur.); Vršac: Viša škola strukovnih studija za obrazovanje vaspitača „Mihajlo Palov“ , Univeritatea de west “Aurel Viacu”, 337-360.
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Kragulj 2011: Snježana Kragulj. Odgojno-obrazovna klima u sveučilišnoj nastavi. Život i škola: časopis za teoriju i praksu odgoja i obrazovanja, 57, 35 – 60.
Krstić 2016: Ksenija Krstić. Socioemocionalni aspekti nastave i učenja. Nastava i vaspitanje, 65 (3), 471-490.
Krstić, Lazarević, Stepanović-Ilić 2016: Ksenija Krstić, Ljiljana Lazarević, Ivana Stepanović-Ilić. Dropout as a Result of Education with no Space for Diversity. In: Surian, Allesio (Ed.). Open Spaces for Interactions and Learning Diversities. Sense Publishers. 129–136.
Kuppens, Van Mechelen, Rijmen 2008: Peter Kuppens, Iven Van Mechelen, Frank Rijmen. Towards disentangling sources of individual differences in appraisal and anger. Journal of Personality, 76 (4), 969-1000.
Kuppens,Van Mechelen, Smits, De Boeck 2003: Peter Kuppens, Iven Van Mechelen, Dirk Smits, Paul De Boeck. The appraisal basis of anger: Specificity, necessity, and sufficiency of components. Emotion, 3 (3), 254-269.
Matković 2021: Nena Matković. Stavovi i percepcije studenata splitskog sveučilišta o provedbi online nastave za vrijeme trajanja epidemije Covid-19. Završni master rad. Sveučilište u Splitu, Filozofski fakultet.
Moore, Dickson-Deane, Galyen 2011: Joi Moore, Camille Dickson-Deane, Krista Galyen. E-Learning, online learning, and distance learning environments: Are they the same? The Internet High Education, 14 (2), 129–35.
Milivojević, Selaković, Radosavljević, Vukajlović 2020: Vesna Milivojević, Žanka Selaković, Katarina Radosavljević, Zorica Vukajlović. Onlajn nastava u mlađim razredima osnovne škole. 8. Simpozijum „Tehnika i informatika u obrazovanju: nastavnici za nastavnike“ Fakultet tehničkih nauka u Čačku Univerziteta u Kragujevcu, Srbija, 18-20.2020.
Новаковић, Божић 2020: Александар Новаковић, Снежана Божић. Ставови студената србистике према платформама за електронско учење (Google classroom и Hangoust Meet). Методички видици, 11 (1), 13-28.
Oatley, Jenkins 2003: Keith Oatley, Jennifer Jenkins. Razumijevanje emocija. Jastrebarsko: Naklada Slap.
Outli 2005: Kit Outli. Emocije – kratka istorija, Beograd: Clio.
Pavlović, Ivanišević, Radišić, Lošonc 2021: Aleksandra Pavlović, Andrea Ivanišević, Mladen Radišić, Alpar Lošonc. Uticaj COVID – 19 i online učenja na visoko obrazovanje u Srbiji. XXVII Skup TRENDOVI RAZVOJA: “ON-LINE NASTAVA NA UNIVERZITETIMA”, Novi Sad. 189-192.
Pekrun, Goetz, Titz, Perry 2002: Reinhard Pekrun, Thomas Goetz, Wolfram Titz, Raymond Perry. Academic Emotions in Students’ Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research. Educational Psychologist, 37 (2), 91–105.
Pekrun, Goetz, Perry, Kramer, Hochstadt, Molfenter 2004: Reinhard Pekrun, Thomas Goetz, Raymond Perry, Klaudia Kramer, Michaela Hochstadt, Stefan Molfenter. Beyond test anxiety: Development and validation of the test emotions questionnaire (TEQ). Anxiety, Stress, and Coping, 17 (3), 287-316.
Pekrun, Goetz, Perry 2005: Reinhard Pekrun, Thomas Goetz, Raymond Perry. Achievement Emotions Questionnaire (AEQ)—User’s manual. Munich: University of Munich, Department of Psychology
Pekrun 2006: Reinhard Pekrun. The control – value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341.
Pekrun, Elliot, Maier 2006: Reinhard Pekrun, Andrew Elliot, Markus Maier. Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98 (3), 583-597.
Pekrun, Stephens 2010: Reinhard Pekrun, Elizabeth Stephens. Achievement Emotions: A Control – Value Approach. Social and Personality Psyhology Compass, 4 (4), 238-255.
Perkins, Hill 1985: Perkins, Hill. Cognitive and affective aspects of boredom. British Journal of Educational Psychology, 76 (2), 221-234.
Petrešević, Sorić 2011: Đurđica Petrešević, Izabela Sorić. Učeničke emocije i njihovi prediktori u procesu samoregulacije učenja. Društvena istraživanja, 20 (1), 211-232.
Pivac, Pavkov-Hrvojević, Zorić 2021: Tatjana Pivac, Milica Pavkov-Hrvojević, Lana Zorić. Prednosti i nedostaci online nastave iz ugla profesora i saradnika. Studija slučaja: Prirodno – matematički fakultet u Novom Sadu. XXVII Skup TRENDOVI RAZVOJA: “ON-LINE NASTAVA NA UNIVERZITETIMA”, Novi Sad. 237-240.
Porobić 2012: Selma Porobić. Muzička skala kreativnosti (maska) po mjeri učenika. Naša škola, 1(2), 75–99.
Radišić, Videnović, Baucal 2015: Jelena Radišić, Marina Videnović, Aleksandar Baucal. Math Anxiety – Contributing School and Individual Level Factors. Europian Journal of Psychology of Education, 30 (1), 1–20.
Schutz, Hong, Cross, Osbon 2006: Paul Schutz, Ji Hong, Dione Cross Franci, Jennifer Osbon. Reflections on Investigating Emotions in Educational Activity Settings. Educational Psychology Review, 18 (4), 343–360.
Simić, Krstić 2014: Nataša Simić, Ksenija Krstić. School Characteristics Related to Primary and Secondary School Dropout in Serbia. The European Conference on Educational Research: The Past, the Future and Present of Educational Research in Europe; Porto, Portugal, 2–5 September 2014.
Smith, Lazarus 1993: Craig Smith, Richard Lazarus. Appraisal components, core relational themes, and the emotions. Cognition and Emotion, 7(3-4), 233-269.
Stanković 2007: Tanja Stanković. Vaspitanje emocionalnosti u školi. Istočno Sarajevo, Zavod za udzbenike i nastavna sredstva.
Станковић-Јанковић 2012: Taња Станковић-Јанковић. Учење учења и емоције у настави. Бања Лука: Арт принт.
Stanković-Janković, Gojković 2015: Tanja Stanković-Janković, Vesna Gojković. Emocije u nastavi likovne kulture. Naša škola, 4 (1), 5–15.
Tracy, Robins 2007: Jessica Tracy, Richard Robins. The self in self-conscious emotions: A cognitive appraisal approach. In J. L. Tracy, R. W. Robins & J. P. Tangney (Eds.). The self-conscious emotions: Theory and research. New York: Guilford. 443-467.
Zeidner 1998: Moshe Zeidner. Test anxiety: The state of the art. New York: Plenum.
Boekaerts 2006: Monique Boekaerts. Understanding Students’ Affective Processes in the Classroom. In P. Schutz., R. Pekrun (Eds). Emotion in Education. San Diego. Academic Press. 37–56.
Brdovčak 2017: Barbara Brdovčak. The Relationship between Achievement Emotions, Appraisals of Control and Value, and Academic Success. Croatian Journal of Education, 19 (3), 29-41.
Burić 2008: Irena Burić. Uloga emocija u obrazovnom kontekstu – teorija kontrole i vrednosti. Suvremena psihologija 11(1), 77-92.
Cohen 1988: Jacob Cohen. Statistical power analysis for the behavior sciences. Hillsdle (Michigan): Lawrence Erlbaum Associates
Ђорђевић, Павловић, Весић-Павловић 2020: Данијела Ђорђевић, Зоран Павловић, Тијана Весић-Павловић. Мишљење студената о онлајн настави енглеског језика – могућности и ограничења. Зборник радова Филозофског факултета, 50 (4), 117-140.
Ellsworth, Tong 2006: Phoebe Ellsworth, Eddie Tong. What does it mean to be angry at yourself? Categories, appraisals, and the problem of language. Emotion, 6, 573-586.
Finlayson 2014: Maureen Finlayson. Addressing Math Anxiety in the Classroom. Improving Schools, 17 (1), 99–115.
Frenzel 2014: Anne Frenzel. Teacher emotions. In E. A. Linnenbrink-Garcia & R. Pekrun (Eds.). International Handbook of Emotions in Education. New York: Routledge. 494- 519.
Goetz, Pekrun, Hall, Haag 2006b: Thomas Goetz, Reinhard Pekrun, Nathan Hall, Ludwig Haag. Academic emotions from a social-cognitive perspective: Anteceents and domain specificity of students’ affect in the context of Latin instruction. British Jounal of Educational Psychology, 76, 289-308.
Hamre, Pianta 2005: Bridget Hamre, Robert Pianta. Can Instructional and Emotional Support in the First-grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76 (5), 949–967.
Hascher 2007: Tina Hascher. Exploring Students’ Well-Being by Taking a Variety of Looks into the Classroom. Hellenic Journal of Psychology, 4 (3), 331–349.
Hembree 1988: Ray Hembree. Correlates, causes, effects and treatment of test anxiety. Review of Educational Research, 58, 47-77.
Kim 2020: Jinyoung Kim. Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52,145–158.
Ko, Rossen 2017: Susan Ko, Steve Rossen. Teaching Online: A Practical Guide. New York: Routledge.
Kolak, Majcen 2011: Ante Kolak, Melita Majcen. Emocionalne reakcije učenika u nastavnom procesu kao poticaj u razvoju kreativnosti. Međunarodni stručni skup Daroviti u procesu globalizacije. U: Grozdanka Gojkov Arad (ur.); Vršac: Viša škola strukovnih studija za obrazovanje vaspitača „Mihajlo Palov“ , Univeritatea de west “Aurel Viacu”, 337-360.
Kovačević, Radovanović, Radojević, Kovačević 2021: Jasmina Kovačević, Vesna Radovanović, Tamara Radojević, Jelena Kovačević. Efekti online nastave na visokoškolskim ustanovama za vreme pandemije COVID – 19. XXVII Skup TRENDOVI RAZVOJA: “ON-LINE NASTAVA NA UNIVERZITETIMA”, Novi Sad, 15 - 18. 02. 2021. 35-38.
Kragulj 2011: Snježana Kragulj. Odgojno-obrazovna klima u sveučilišnoj nastavi. Život i škola: časopis za teoriju i praksu odgoja i obrazovanja, 57, 35 – 60.
Krstić 2016: Ksenija Krstić. Socioemocionalni aspekti nastave i učenja. Nastava i vaspitanje, 65 (3), 471-490.
Krstić, Lazarević, Stepanović-Ilić 2016: Ksenija Krstić, Ljiljana Lazarević, Ivana Stepanović-Ilić. Dropout as a Result of Education with no Space for Diversity. In: Surian, Allesio (Ed.). Open Spaces for Interactions and Learning Diversities. Sense Publishers. 129–136.
Kuppens, Van Mechelen, Rijmen 2008: Peter Kuppens, Iven Van Mechelen, Frank Rijmen. Towards disentangling sources of individual differences in appraisal and anger. Journal of Personality, 76 (4), 969-1000.
Kuppens,Van Mechelen, Smits, De Boeck 2003: Peter Kuppens, Iven Van Mechelen, Dirk Smits, Paul De Boeck. The appraisal basis of anger: Specificity, necessity, and sufficiency of components. Emotion, 3 (3), 254-269.
Matković 2021: Nena Matković. Stavovi i percepcije studenata splitskog sveučilišta o provedbi online nastave za vrijeme trajanja epidemije Covid-19. Završni master rad. Sveučilište u Splitu, Filozofski fakultet.
Moore, Dickson-Deane, Galyen 2011: Joi Moore, Camille Dickson-Deane, Krista Galyen. E-Learning, online learning, and distance learning environments: Are they the same? The Internet High Education, 14 (2), 129–35.
Milivojević, Selaković, Radosavljević, Vukajlović 2020: Vesna Milivojević, Žanka Selaković, Katarina Radosavljević, Zorica Vukajlović. Onlajn nastava u mlađim razredima osnovne škole. 8. Simpozijum „Tehnika i informatika u obrazovanju: nastavnici za nastavnike“ Fakultet tehničkih nauka u Čačku Univerziteta u Kragujevcu, Srbija, 18-20.2020.
Новаковић, Божић 2020: Александар Новаковић, Снежана Божић. Ставови студената србистике према платформама за електронско учење (Google classroom и Hangoust Meet). Методички видици, 11 (1), 13-28.
Oatley, Jenkins 2003: Keith Oatley, Jennifer Jenkins. Razumijevanje emocija. Jastrebarsko: Naklada Slap.
Outli 2005: Kit Outli. Emocije – kratka istorija, Beograd: Clio.
Pavlović, Ivanišević, Radišić, Lošonc 2021: Aleksandra Pavlović, Andrea Ivanišević, Mladen Radišić, Alpar Lošonc. Uticaj COVID – 19 i online učenja na visoko obrazovanje u Srbiji. XXVII Skup TRENDOVI RAZVOJA: “ON-LINE NASTAVA NA UNIVERZITETIMA”, Novi Sad. 189-192.
Pekrun, Goetz, Titz, Perry 2002: Reinhard Pekrun, Thomas Goetz, Wolfram Titz, Raymond Perry. Academic Emotions in Students’ Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research. Educational Psychologist, 37 (2), 91–105.
Pekrun, Goetz, Perry, Kramer, Hochstadt, Molfenter 2004: Reinhard Pekrun, Thomas Goetz, Raymond Perry, Klaudia Kramer, Michaela Hochstadt, Stefan Molfenter. Beyond test anxiety: Development and validation of the test emotions questionnaire (TEQ). Anxiety, Stress, and Coping, 17 (3), 287-316.
Pekrun, Goetz, Perry 2005: Reinhard Pekrun, Thomas Goetz, Raymond Perry. Achievement Emotions Questionnaire (AEQ)—User’s manual. Munich: University of Munich, Department of Psychology
Pekrun 2006: Reinhard Pekrun. The control – value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341.
Pekrun, Elliot, Maier 2006: Reinhard Pekrun, Andrew Elliot, Markus Maier. Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98 (3), 583-597.
Pekrun, Stephens 2010: Reinhard Pekrun, Elizabeth Stephens. Achievement Emotions: A Control – Value Approach. Social and Personality Psyhology Compass, 4 (4), 238-255.
Perkins, Hill 1985: Perkins, Hill. Cognitive and affective aspects of boredom. British Journal of Educational Psychology, 76 (2), 221-234.
Petrešević, Sorić 2011: Đurđica Petrešević, Izabela Sorić. Učeničke emocije i njihovi prediktori u procesu samoregulacije učenja. Društvena istraživanja, 20 (1), 211-232.
Pivac, Pavkov-Hrvojević, Zorić 2021: Tatjana Pivac, Milica Pavkov-Hrvojević, Lana Zorić. Prednosti i nedostaci online nastave iz ugla profesora i saradnika. Studija slučaja: Prirodno – matematički fakultet u Novom Sadu. XXVII Skup TRENDOVI RAZVOJA: “ON-LINE NASTAVA NA UNIVERZITETIMA”, Novi Sad. 237-240.
Porobić 2012: Selma Porobić. Muzička skala kreativnosti (maska) po mjeri učenika. Naša škola, 1(2), 75–99.
Radišić, Videnović, Baucal 2015: Jelena Radišić, Marina Videnović, Aleksandar Baucal. Math Anxiety – Contributing School and Individual Level Factors. Europian Journal of Psychology of Education, 30 (1), 1–20.
Schutz, Hong, Cross, Osbon 2006: Paul Schutz, Ji Hong, Dione Cross Franci, Jennifer Osbon. Reflections on Investigating Emotions in Educational Activity Settings. Educational Psychology Review, 18 (4), 343–360.
Simić, Krstić 2014: Nataša Simić, Ksenija Krstić. School Characteristics Related to Primary and Secondary School Dropout in Serbia. The European Conference on Educational Research: The Past, the Future and Present of Educational Research in Europe; Porto, Portugal, 2–5 September 2014.
Smith, Lazarus 1993: Craig Smith, Richard Lazarus. Appraisal components, core relational themes, and the emotions. Cognition and Emotion, 7(3-4), 233-269.
Stanković 2007: Tanja Stanković. Vaspitanje emocionalnosti u školi. Istočno Sarajevo, Zavod za udzbenike i nastavna sredstva.
Станковић-Јанковић 2012: Taња Станковић-Јанковић. Учење учења и емоције у настави. Бања Лука: Арт принт.
Stanković-Janković, Gojković 2015: Tanja Stanković-Janković, Vesna Gojković. Emocije u nastavi likovne kulture. Naša škola, 4 (1), 5–15.
Tracy, Robins 2007: Jessica Tracy, Richard Robins. The self in self-conscious emotions: A cognitive appraisal approach. In J. L. Tracy, R. W. Robins & J. P. Tangney (Eds.). The self-conscious emotions: Theory and research. New York: Guilford. 443-467.
Zeidner 1998: Moshe Zeidner. Test anxiety: The state of the art. New York: Plenum.