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Evolution of self-reporting methods for identifying discrete emotions in science classrooms
Conference paper   Open access

Evolution of self-reporting methods for identifying discrete emotions in science classrooms

S.M. Ritchie, P. Hudson, A. Bellocchi, S. Henderson, D. King and K. Tobin
National Association for Research in Science Teaching Annual International Conference 2013 (Rio Grande, Puerto Rico, 05/04/2013–09/04/2013)
2013
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Abstract

Emotion researchers have tended to aggregate discrete emotions (e.g., happiness, anger, fear, sadness, surprise, pride, shame and guilt) into two valenced dimensions; that is, positive and negative (e.g., Stets, 2010; Thamm, 2007). For example, the valence of happiness is positive whereas the valence of fear and anger is negative (Turner, 2002). This research practice can be problematic because different processes drive each emotion, leading to different outcomes, and the capacity to tease out these differences is diminished (Gooty, Gavin, & Ashanasy, 2009). Emotion researchers have tended to aggregate discrete emotions (e.g., happiness, anger, fear, sadness, surprise, pride, shame and guilt) into two valenced dimensions; that is, positive and negative (e.g., Stets, 2010; Thamm, 2007). For example, the valence of happiness is positive whereas the valence of fear and anger is negative (Turner, 2002). This research practice can be problematic because different processes drive each emotion, leading to different outcomes, and the capacity to tease out these differences is diminished (Gooty, Gavin, & Ashanasy, 2009)…

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