Emotional and Narrative Responses of Students to Targeted Educational Experiences: An Exploratory Study Employing the Use of Emotional Measurement

Current educational research suggests that emotions can either enhance or inhibit the ability to learn, with social and cultural influences causing changes in behavior and altering biological processes. In this exploratory study researchers utilized a qualitative design to seek insight into student emotions associated with school attitude and perceived school experiences. Three experimental conditions were introduced to measure changes in eleven basic emotions: happiness, interest, surprise, contempt, disgust, shame, fear, anger, distress, sadness, and anxiety. Results identified the directionality and magnitude of the emotional changes, underscored the importance of "other than academic" endeavors that promote positive school experiences, and acknowledged the need for increased opportunities for playfulness, autonomy, and acceptance in the classroom. Study findings indicated that successful educational experiences are connected to positive emotions/relationships with negative educational experiences disconnected or at odds relationally. A thorough understanding of the role emotions play in relation to school attitude is crucial if educators are to be successful at designing and implementing emotionally sound instructional programs that promote positive school attitudes in students. (Contains 2 tables.)