Acknowledging the Affective in Higher Education

Autor/inn/en	Beard, Colin; Clegg, Sue; Smith, Karen
Titel	Acknowledging the Affective in Higher Education
Quelle	In: British Educational Research Journal, 33 (2007) 2, S.235-252 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	Stellungnahme; Psychological Patterns; Higher Education; Learning Processes; Case Studies; Educational Research; Educational Theories; College Freshmen; Interpersonal Relationship; Affective Behavior; Emotional Development; Student Attitudes; Self Esteem; Foreign Countries; Educational Environment + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Studienanfänger; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Affective disturbance; Active behaviour; Affektive Störung; Gefühlsbildung; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under-researched and under-theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a case study which aimed to map students' emotional journeys over their first year at university. These data highlight the importance of relationships, students' changing emotions over the year, their perceptions of their academic studies and understandings of life at university. The article concludes that it is important to understand the affective dimension in pedagogic encounters and the lifeworld of students, and that it is possible to do so without a collapse into therapeutic discourses. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10