Affection perceived and felt: Representations of primary education students

Detalhes bibliográficos
Autor(a) principal: Osti, Andréia [UNESP]
Data de Publicação: 2019
Outros Autores: Tassoni, Elvira Cristina Martins
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://dx.doi.org/10.1590/198053146575
http://hdl.handle.net/11449/201402
Resumo: Affections experienced by students in the school environment influence learning. This study sought to investigate how students perceive the learning environment and what feelings are involved in the relationship with learning, as well as to measure gender differences. Participants were 312 students from the 5th grade of primary education of three municipal schools in the interior of São Paulo state. The Free Word Association Technique was applied and results show that boys have more negative feelings and perceptions regarding school and the relationship with the teacher. Girls have more positive feelings and negative ones are directed towards themselves. By discussing the relationships between affectivity and cognition, this research contributes to the field of teacher education.
id UNSP_69c62371e01cb1fb716b22b9d104a1d9
oai_identifier_str oai:repositorio.unesp.br:11449/201402
network_acronym_str UNSP
network_name_str Repositório Institucional da UNESP
repository_id_str 2946
spelling Affection perceived and felt: Representations of primary education studentsAfectividad percibida y sentida: Representaciones de alumnos de enseñanza fundamentalAffectivité perçue et ressentie: Représentations des élèves de l’enseignement fondamentalAfetividade percebida e sentida: Representações de alunos do ensino fundamentalAffectionInterpersonal relationshipsLearning experienceRepresentationAffections experienced by students in the school environment influence learning. This study sought to investigate how students perceive the learning environment and what feelings are involved in the relationship with learning, as well as to measure gender differences. Participants were 312 students from the 5th grade of primary education of three municipal schools in the interior of São Paulo state. The Free Word Association Technique was applied and results show that boys have more negative feelings and perceptions regarding school and the relationship with the teacher. Girls have more positive feelings and negative ones are directed towards themselves. By discussing the relationships between affectivity and cognition, this research contributes to the field of teacher education.Universidade Estadual Paulista (Unesp)Pontifícia Universidade Católica de Campinas (PUC-Camp)Universidade Estadual Paulista (Unesp)Universidade Estadual Paulista (Unesp)Pontifícia Universidade Católica de Campinas (PUC-Camp)Osti, Andréia [UNESP]Tassoni, Elvira Cristina Martins2020-12-12T02:31:34Z2020-12-12T02:31:34Z2019-10-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article204-220application/pdfhttp://dx.doi.org/10.1590/198053146575Cadernos de Pesquisa, v. 49, n. 174, p. 204-220, 2019.1980-53140100-1574http://hdl.handle.net/11449/20140210.1590/198053146575S0100-157420190004002042-s2.0-85076626285S0100-15742019000400204.pdfScopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporCadernos de Pesquisainfo:eu-repo/semantics/openAccess2023-11-30T06:15:00Zoai:repositorio.unesp.br:11449/201402Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T19:08:29.297764Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Affection perceived and felt: Representations of primary education students
Afectividad percibida y sentida: Representaciones de alumnos de enseñanza fundamental
Affectivité perçue et ressentie: Représentations des élèves de l’enseignement fondamental
Afetividade percebida e sentida: Representações de alunos do ensino fundamental
title Affection perceived and felt: Representations of primary education students
spellingShingle Affection perceived and felt: Representations of primary education students
Osti, Andréia [UNESP]
Affection
Interpersonal relationships
Learning experience
Representation
title_short Affection perceived and felt: Representations of primary education students
title_full Affection perceived and felt: Representations of primary education students
title_fullStr Affection perceived and felt: Representations of primary education students
title_full_unstemmed Affection perceived and felt: Representations of primary education students
title_sort Affection perceived and felt: Representations of primary education students
author Osti, Andréia [UNESP]
author_facet Osti, Andréia [UNESP]
Tassoni, Elvira Cristina Martins
author_role author
author2 Tassoni, Elvira Cristina Martins
author2_role author
dc.contributor.none.fl_str_mv Universidade Estadual Paulista (Unesp)
Pontifícia Universidade Católica de Campinas (PUC-Camp)
dc.contributor.author.fl_str_mv Osti, Andréia [UNESP]
Tassoni, Elvira Cristina Martins
dc.subject.por.fl_str_mv Affection
Interpersonal relationships
Learning experience
Representation
topic Affection
Interpersonal relationships
Learning experience
Representation
description Affections experienced by students in the school environment influence learning. This study sought to investigate how students perceive the learning environment and what feelings are involved in the relationship with learning, as well as to measure gender differences. Participants were 312 students from the 5th grade of primary education of three municipal schools in the interior of São Paulo state. The Free Word Association Technique was applied and results show that boys have more negative feelings and perceptions regarding school and the relationship with the teacher. Girls have more positive feelings and negative ones are directed towards themselves. By discussing the relationships between affectivity and cognition, this research contributes to the field of teacher education.
publishDate 2019
dc.date.none.fl_str_mv 2019-10-01
2020-12-12T02:31:34Z
2020-12-12T02:31:34Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://dx.doi.org/10.1590/198053146575
Cadernos de Pesquisa, v. 49, n. 174, p. 204-220, 2019.
1980-5314
0100-1574
http://hdl.handle.net/11449/201402
10.1590/198053146575
S0100-15742019000400204
2-s2.0-85076626285
S0100-15742019000400204.pdf
url http://dx.doi.org/10.1590/198053146575
http://hdl.handle.net/11449/201402
identifier_str_mv Cadernos de Pesquisa, v. 49, n. 174, p. 204-220, 2019.
1980-5314
0100-1574
10.1590/198053146575
S0100-15742019000400204
2-s2.0-85076626285
S0100-15742019000400204.pdf
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv Cadernos de Pesquisa
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 204-220
application/pdf
dc.source.none.fl_str_mv Scopus
reponame:Repositório Institucional da UNESP
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Repositório Institucional da UNESP
collection Repositório Institucional da UNESP
repository.name.fl_str_mv Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv
_version_ 1808129024064487424