EL ALUMNADO DEL GRADO DE EDUCACION ANTE LAS TAREAS UNIVERSITARIAS: EMOCIÓN Y COGNICION.
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| Title: | EL ALUMNADO DEL GRADO DE EDUCACION ANTE LAS TAREAS UNIVERSITARIAS: EMOCIÓN Y COGNICION. |
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| Alternate Title: | EDUCATION DEGREE STUDENTS DEALING WITH UNIVERSITY TASKS: EMOTION AND COGNITION. |
| Authors: | Larruzea-Urkixo, Nerea1, Cardeñoso Ramírez, Olga1, Idoiaga Mondragón, Nahia1 |
| Source: | Educación XX1. 2020, Vol. 23 Issue 1, p197-220. 24p. |
| Subject Terms: | *Cognition, *College students, *Learning, *Emotions, *Anxiety |
| Abstract (English): | Emotions play a key role in learning experiences. However, little has been studied regarding a) the emotions students experience when dealing with different university situations and b) the cognitive component of emotion in this context, despite its acknowledged importance. For these reasons, this study was aimed at delving into the understanding of students' emotions in self-perceived meaningful situations, as well as the self-talk linked to them. 410 situations - together with the emotions and thoughts related to them - were analyzed, identified by 141 Primary Education Bachelor's Degree students (102 women and 39 men). The average age was 20.16, SD= 2.22, ranging from 18 to 35.The analysis was carried out through lexical analysis (Reinert method), which was complemented and refined by a Factorial Analysis of Correspondences using Iramuteq software. The results showed that the most significant emotions for students were anxiety when doing oral presentations, anger when working in groups and joy resulting from obtaining good results after making an effort. This research raises the need for reconsidering different methodological aspects of the bachelor's degree, as well as the importance of including emotional intelligence in the same. It also brings to light the relevance of training students in social conflict resolution and anxiety reduction skills together with academic self-regulation abilities. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Las emociones juegan un papel fundamental en los contextos de aprendizaje. Sin embargo, el estudio de las mismas no responde al abanico de situaciones que el alumnado afronta en la universidad, ni profundiza en el componente cognitivo de la emoción en dicho contexto, a pesar de su reconocida importancia. Por ello, este estudio pretende ahondar en la comprensión de las emociones experimentadas por el alumnado ante las situaciones universitarias autopercibidas como significativas, así como en el autodiálogo ligado a dichas emociones. Se analizaron 410 situaciones junto a las emociones y los pensamientos asociados que fueron identificados por 141 estudiantes (102 mujeres y 39 hombres) del Grado en Educación Primaria. La media de edad fue de 20.16, DT= 2.22, con un rango de edad de 18 a 35 años. El análisis lexical se llevó a cabo a través del método Reinert que fue complementado a través de un Análisis Factorial de Correspondencia, ambos realizados a través del software Iramuteq. Los resultados revelaron que las emociones más significativas para el alumnado fueron la ansiedad ante presentaciones orales, el enfado principalmente ante tareas grupales y la alegría al obtener buenos resultados tras esforzarse. Esta investigación pone de relieve la necesidad de reconsiderar varios aspectos metodológicos del Grado en Educación Primaria, así como la importancia de incluir la inteligencia emocional en dicha titulación y la utilidad del entrenamiento del alumnado en habilidades de resolución de conflictos, reducción de la ansiedad ante exposiciones orales y habilidades de autorregulación académica. [ABSTRACT FROM AUTHOR] |
| Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 139850216 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: EL ALUMNADO DEL GRADO DE EDUCACION ANTE LAS TAREAS UNIVERSITARIAS: EMOCIÓN Y COGNICION. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: EDUCATION DEGREE STUDENTS DEALING WITH UNIVERSITY TASKS: EMOTION AND COGNITION. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Larruzea-Urkixo%2C+Nerea%22">Larruzea-Urkixo, Nerea</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Cardeñoso+Ramírez%2C+Olga%22">Cardeñoso Ramírez, Olga</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Idoiaga+Mondragón%2C+Nahia%22">Idoiaga Mondragón, Nahia</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educación+XX1%22">Educación XX1</searchLink>. 2020, Vol. 23 Issue 1, p197-220. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink><br />*<searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Emotions play a key role in learning experiences. However, little has been studied regarding a) the emotions students experience when dealing with different university situations and b) the cognitive component of emotion in this context, despite its acknowledged importance. For these reasons, this study was aimed at delving into the understanding of students' emotions in self-perceived meaningful situations, as well as the self-talk linked to them. 410 situations - together with the emotions and thoughts related to them - were analyzed, identified by 141 Primary Education Bachelor's Degree students (102 women and 39 men). The average age was 20.16, SD= 2.22, ranging from 18 to 35.The analysis was carried out through lexical analysis (Reinert method), which was complemented and refined by a Factorial Analysis of Correspondences using Iramuteq software. The results showed that the most significant emotions for students were anxiety when doing oral presentations, anger when working in groups and joy resulting from obtaining good results after making an effort. This research raises the need for reconsidering different methodological aspects of the bachelor's degree, as well as the importance of including emotional intelligence in the same. It also brings to light the relevance of training students in social conflict resolution and anxiety reduction skills together with academic self-regulation abilities. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Las emociones juegan un papel fundamental en los contextos de aprendizaje. Sin embargo, el estudio de las mismas no responde al abanico de situaciones que el alumnado afronta en la universidad, ni profundiza en el componente cognitivo de la emoción en dicho contexto, a pesar de su reconocida importancia. Por ello, este estudio pretende ahondar en la comprensión de las emociones experimentadas por el alumnado ante las situaciones universitarias autopercibidas como significativas, así como en el autodiálogo ligado a dichas emociones. Se analizaron 410 situaciones junto a las emociones y los pensamientos asociados que fueron identificados por 141 estudiantes (102 mujeres y 39 hombres) del Grado en Educación Primaria. La media de edad fue de 20.16, DT= 2.22, con un rango de edad de 18 a 35 años. El análisis lexical se llevó a cabo a través del método Reinert que fue complementado a través de un Análisis Factorial de Correspondencia, ambos realizados a través del software Iramuteq. Los resultados revelaron que las emociones más significativas para el alumnado fueron la ansiedad ante presentaciones orales, el enfado principalmente ante tareas grupales y la alegría al obtener buenos resultados tras esforzarse. Esta investigación pone de relieve la necesidad de reconsiderar varios aspectos metodológicos del Grado en Educación Primaria, así como la importancia de incluir la inteligencia emocional en dicha titulación y la utilidad del entrenamiento del alumnado en habilidades de resolución de conflictos, reducción de la ansiedad ante exposiciones orales y habilidades de autorregulación académica. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.5944/educXX1.23453 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 24 StartPage: 197 Subjects: – SubjectFull: Cognition Type: general – SubjectFull: College students Type: general – SubjectFull: Learning Type: general – SubjectFull: Emotions Type: general – SubjectFull: Anxiety Type: general Titles: – TitleFull: EL ALUMNADO DEL GRADO DE EDUCACION ANTE LAS TAREAS UNIVERSITARIAS: EMOCIÓN Y COGNICION. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Larruzea-Urkixo, Nerea – PersonEntity: Name: NameFull: Cardeñoso Ramírez, Olga – PersonEntity: Name: NameFull: Idoiaga Mondragón, Nahia IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 1139613X Numbering: – Type: volume Value: 23 – Type: issue Value: 1 Titles: – TitleFull: Educación XX1 Type: main |
| ResultId | 1 |
