CAN WE HELP OUR STUDENTS? EMOTION AND COOPERATION IN SUPPORTIVE TEACHING

Kristina Mullamaa

Abstract


In this article, we review different aspects of supportive teaching. Teachers´ roles in support, modelling, explicitation, and teachers´ personal qualities will be touched upon.

 

Article visualizations:

Hit counter

DOI

Keywords


subjective well-being, happiness, intervention program, university students

Full Text:

PDF

References


Beard, Colin, Wilson, John. 2006. Experiential Learning: A Best Practice Handbook for Educators and Trainers. Digital Publishing Solutions. U.S.

Boekaerts, Monique. 2007. Understanding Students´ Affective Processes in Classroom. In: Schutz, Paul and Pekrun, Reinhard. Emotion in Education. Academic Press, Elsevier. Amsterdam, Boston, Heidelberg, London, New York, Oxford, Paris, San Diego, San Francisco, Singapore, Sydney, Tokyo. 37-57.

Brophy, Jere. 2004. Motivating Students to Learn. Second edition. Lawrence Erlbaum Associates, Publishers. Mahwah, New Jersey, London.

Carnell, Eileen and Lodge, Caroline. 2002. Supporting Effective Learning. Paul Chapman Publishing. A SAGE Publications Company. Great Britain, Cromwell Press, Trowbridge, Wilts.

Clandfield, Lindsay. 2017. From the archives – Methodology. “Still looking for the best way”. In: Voices. The bi-monthly newsletter of the International Association of Teachers of English as the Foreign Language (IATEFL). January-February 2017 Issue 254. pp. 13.

Forgas, Joseph, Williams, Kipling, Laham, Simon. 2005. Social Motivation. Conscious and Unconscious Processes. Cambridge University Press. Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi.

Franken, Robert. 2002. Human Motivation. Fifth edition. Wadsworth Thomson Learning. Australia, Canada, Mexico, Singapore, Spain, United Kingdom, United States.

Gibbons, Pauline. 2016. Stärk SprAket Stärk Lärandet. Nationellt centrum för svenska som andrasprAk. 4:e redigerade upplagan. Hallgren & Fallgren. Stockholm.

Harackiewicz, Judith, Durik, Amanda, Barron, Kenneth. “Multiple Goals, Optimal Motivation, and the Development of Interest”. In: Forgas, Joseph, Williams, Kipling, Laham, Simon. 2005. Social Motivation. Conscious and Unconscious Processes. Cambridge University Press. Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi. 21-40.

Herzberg, Frederik, Mausner, Bernard, Snyderman, Barbara Bloch. 2010. The Motivation to Work. Transaction Publishers. New Brunswick (USA) and London (UK).

Kiggins, J., Cambourne, B. (2007). The knowledge building community program. In: T. Townsend, R. Bates (Eds.), Handbook of Teacher Education. Globalization, Standards and Professionalism in Times of Change. Springer, printed in the Netherlands. 365-381.

Mullamaa, Kristina. 2009. Ethics in Teaching. Should We Do More? In: Humanising Language Teaching Magazine. Year 11; Issue 3; June 2009. Canterbury, England. http://www.hltmag.co.uk/.; http://www.hltmag.co.uk/jun09/sart01.htm 22-35.

Mullamaa, Kristina. 2011. The challenges and opportunities of on-line language teaching. Humanising Language Teaching, 13(1), 12 - 24. England.

Mullamaa, Kristina. 2016. Teachers as Supporters in the Modern Learning Process. In: Emerging Horizons. Eesti Ülikoolide Kirjastus.

Mullamaa, Kristina (2017). Motivational Aspects Of Learner And Teacher Cooperation. Inted 2017 Proceedings. INTED2017 11th annual International Technology, Education and Development Conference. 6th, 7th and 8th of March, 2017. Valencia, Spain. INTED2017 Proceedings. Digital library.

Meyer, Debra, Turner, Julianne. “Scaffolding Emotions in Classrooms”. In: Schutz, Paul and Pekrun, Reinhard. 2007. Emotion in Education. Academic Press, Elsevier. Amsterdam, Boston, Heidelberg, London, New York, Oxford, Paris, San Diego, San Fransisco, Singapore, Sydney, Tokyo. 243-259.

Reeve, Johnmarshall. 2009. Understanding Motivation and Emotion. Fifth edition. John Wiley & Sons, INC. USA.

Schutz, Paul and Pekrun, Reinhard. 2007. Emotion in Education. Academic Press, Elsevier. Amsterdam, Boston, Heidelberg, London, New York, Oxford, Paris, San Diego, San Fransisco, Singapore, Sydney, Tokyo.

Schutz, Paul, Cross, Dionne et al.. “Teacher Identities, Beliefs and Goals Related to Emotions in the Classroom”. In Schutz, Paul and Pekrun, Reinhard. 2007. Emotion in Education. Academic Press, Elsevier. Amsterdam, Boston, Heidelberg, London, New York, Oxford, Paris, San Diego, San Fransisco, Singapore, Sydney, Tokyo. 223-243.

Spencer, Steven, Fein, Steven, Strahan, Erin, Zanna, Mark. The Role of Motivation in the Unconscious: “How our Moties Control the Activation of Our Thoughts and Shape Our Actions”. In: Forgas, Joseph, Williams, Kipling, Laham, Simon. 2005. Social Motivation. Conscious and Unconscious Processes. Cambridge University Press. Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi. 113-133.

Strack, Fritz, Deutsch, Roland. “Reflection and Impulse as Determinants of Conscious and Unconscious Motivation. In: Forgas, Joseph, Williams, Kipling, Laham, Simon (eds.). 2005. Social Motivation. Conscious and Unconscious Processes. Cambridge University Press. Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi. 91-113.

Tornberg, Ulrika. SprAkdidaktik. Gleeerups. 5:e uppl.Gleerups utbildning 2015. Malmö.

Wood, Wendy and Quinn, Jeffrey. “Habits and Structure of Motivation in Everyday Life”. In: Forgas, Joseph, Williams, Kipling, Laham, Simon. 2005. Social Motivation. Conscious and Unconscious Processes. Cambridge University Press. Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi. 55-71.

Secondary sources

Dewey, John. 1938/1997. Experience and Education. New York, N.Y.: The Free Press. (in Tornberg 2015).

Frymier, A. 2002. “Making content relevant to students”. In: J. Chesebro and J. McCroskey (Eds.), Communication for teachers. Boston: Allyn and Bacon. Pp. 83-92.

In: Brophy, Jere. 2004. Motivating Students to Learn. Second edition. Lawrence Erlbaum Associates, Publishers. Mahwah, New Jersey, London.

Frymier, A. and Schulman, G. 1995. “What´s in it for me?”: Increasing content relevance to enhance students´ motivation. Communication Education, 44.pp. 40-50.

In: Brophy, Jere. 2004. Motivating Students to Learn. Second edition. Lawrence Erlbaum Associates, Publishers. Mahwah, New Jersey, London.)

Holliday, A. 1994. Appropriate Methodology and Social Context. Cambridge Language Learning Library. Cambridge: Cambridge University Press. (in Tornberg 2015, Tornberg, Ulrika. SprAkdidaktik. Gleeerups. 5:e uppl.Gleerups utbildning 2015. Malmö).

Stipek, D., & Daniels, D. (1988). Declining perceptions of competence: A consequence of changes in the child or the educational environment? Journal of Educational Psychology, 80, 352-356. In: Meyer and Turner 2007 Scaffolding Emotions in Classrooms

https://www.researchgate.net/publication/279972160_Chapter_14_Scaffolding_Emotions_in_Classrooms. DOI: 10.1016/B978-012372545-5/50015-0. Visited April 2018.

Von Wright, Moira. 2000. Vad eller vem? En pedagogisk rekonstruktion av G H Meads teori om människors inter-sujektivitet. Göteborg: Daidalos. ( In Tornberg 2015, Tornberg, Ulrika. SprAkdidaktik. Gleeerups. 5:e uppl.Gleerups utbildning 2015. Malmö.)

Wegner, D., M. and Gilbert, D. T. 2000. Social psychology: The science of human experience. In H. Bless and J.P: Forgas (Eds.), The message within: Subjective experience in social cognition and experience. Philadelphia: Psychology Press. Pp.1-9. In: Forgas, Joseph, Williams, Kipling, Laham, Simon. 2005. Social Motivation. Conscious and Unconscious Processes. Cambridge University Press. Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.1935

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Kristina Mullamaa

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).