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

Ritchie, Stephen M., Hudson, Peter, Bellocchi, Alberto, Henderson, Senka, King, Donna, & Tobin, Kenneth (2016) Evolution of self-reporting methods for identifying discrete emotions in science classrooms. Cultural Studies of Science Education, 11(3), pp. 577-593.

[img] Accepted Version (PDF 316kB)
Administrators only until September 2017 | Request a copy from author

View at publisher

Abstract

Emotion researchers have grappled with challenging methodological issues in capturing emotions of participants in naturalistic settings such as school or university classrooms. Self-reporting methods have been used frequently, yet these methods are inadequate when used alone. We argue that the self-reporting methods of emotion diaries and cogenerative dialogues can be helpful in identifying in-the-moment emotions when used in conjunction with the microanalysis of video recordings of classroom events. We trace the evolution of our use of innovative self-reporting methods through three cases from our research projects, and propose new directions for our ongoing development and application of these methods in both school and university classrooms.

Impact and interest:

0 citations in Scopus
2 citations in Web of Science®
Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

ID Code: 84447
Item Type: Journal Article
Refereed: Yes
Keywords: Emotion, Self-reporting, Methods, Classroom research, emotional experience, affective experience, emotional response, emotional development, emotional patterns, emotional attitudes, affective behaviour, affective measures, affective education
DOI: 10.1007/s11422-014-9607-y
ISSN: 1871-1510
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Secondary Education (130106)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)
Divisions: Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
Funding:
Copyright Owner: Copyright 2015 Springer Science+Business Media Dordrecht
Copyright Statement: The final publication is available at Springer via http://dx.doi.org/10.1007/s11422-014-9607-y
Deposited On: 01 Jun 2015 22:35
Last Modified: 28 Nov 2016 23:05

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page