Indices of Favourable and Unfavourable Emotions in the Inter-Actional Context of the Classroom: Constructions from the Chilean Case

Autor/inn/en	Contreras-Quiroz, Natalia; Román-Soto, David; Caldera-Mercado, Jorge; Rodríguez-Becerra, Jorge
Titel	Indices of Favourable and Unfavourable Emotions in the Inter-Actional Context of the Classroom: Constructions from the Chilean Case
Quelle	In: Education Sciences, 12 (2022), Artikel 11 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Contreras-Quiroz, Natalia) ORCID (Román-Soto, David) ORCID (Rodríguez-Becerra, Jorge)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Educational Quality; Academic Achievement; Standardized Tests; Student Attitudes; Constructivism (Learning); Foreign Countries; School Effectiveness; Correlation; Learning Processes; Classroom Environment; Evaluation Methods; Databases; Research Reports; Elementary Secondary Education; Chile + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Schulleistung; Standadised tests; Standardisierter Test; Schülerverhalten; Ausland; Schuleffizienz; Korrelation; Learning process; Lernprozess; Klassenklima; Unterrichtsklima; Datenbank; Research report; Forschungsbericht
Abstract	The system for measuring the quality of education (SIMCE) is a standardised evaluation that provides results on the academic achievement of Chilean students, while also including indicators of personal and social development. Through a mixed analysis of variables extracted from these indicators, the purpose of this research study is to build a measurement system to assess the favourable and unfavourable emotions of students who took the test in 2018. To contextualise this work, a systematic literature review was carried out synthetising scientific evidence concerning emotions and the interactional context of the classroom. Through a methodological transposition, a qualitative theoretical model epistemologically grounded on radical constructivism was validated quantitatively. This transposition resulted in the construction of three indices of favourable and unfavourable emotions: motivation arising from interaction, exclusionary interaction and interactional context. The results show favourable and unfavourable emotions for learning are a variable in the SIMCE indicators that can be used to understand student academic achievement, confirming existing empirical evidence regarding the explanatory and predictive value of emotions in students' performance. These results highlight the potential benefits of expanding on this type of research to improve the quality of Chilean education based on the resources already available in the current evaluation system. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01