Evolution of self-reporting methods for identifying discrete emotions in science classrooms

Ritchie, S.M., Hudson, P., Bellocchi, A., Henderson, S., King, D. and Tobin, K. (2013) Evolution of self-reporting methods for identifying discrete emotions in science classrooms. In: National Association for Research in Science Teaching Annual International Conference 2013, 5 - 9 April 2013, Rio Grande, Puerto Rico

Abstract

Emotion researchers have tended to aggregate discrete emotions (e.g., happiness, anger, fear, sadness, surprise, pride, shame and guilt) into two valenced dimensions; that is, positive and negative (e.g., Stets, 2010; Thamm, 2007). For example, the valence of happiness is positive whereas the valence of fear and anger is negative (Turner, 2002). This research practice can be problematic because different processes drive each emotion, leading to different outcomes, and the capacity to tease out these differences is diminished (Gooty, Gavin, & Ashanasy, 2009). Emotion researchers have tended to aggregate discrete emotions (e.g., happiness, anger, fear, sadness, surprise, pride, shame and guilt) into two valenced dimensions; that is, positive and negative (e.g., Stets, 2010; Thamm, 2007). For example, the valence of happiness is positive whereas the valence of fear and anger is negative (Turner, 2002). This research practice can be problematic because different processes drive each emotion, leading to different outcomes, and the capacity to tease out these differences is diminished (Gooty, Gavin, & Ashanasy, 2009)…

Item Type:	Conference Paper
Copyright:	2013 The Authors
Conference Website:	http://www.narst.org/
URI:	http://researchrepository.murdoch.edu.au/id/eprint/21385

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