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Emotions across the essay: What second-language writers feel across four weeks’ writing a research essay
English Studies at NBU Pub Date : 2019-06-01 , DOI: 10.33919/esnbu.19.1.6
Christina A. DeCoursey 1 , Aliaa N. Hamad 2
Affiliation  

Pekrun’s (2000, 2006) questionnaire-based model of academic emotions is widely used. However, Appraisal analysis of qualitative data offers richer detail. This study used Appraisal analysis to assess the subjective attitudes realised by students across four weeks during which they wrote an essay. Results indicate that judgments and appreciations were nearly as frequently-realised as emotions, and the distribution and attitudinal profile differed in all 4 weeks of the task. Positive and negative realisations of capacity, quality, impact and complexity resembled a typical U-shaped learning curve. Polarity suggested that week 3 was the most difficult for participants, and negative emotional dispositions increased across the task where negative surges peaked in weeks 2 and 3. This study highlights the value of Appraisal analysis in detailing the subjective attitudes evoked by academic emotions. It suggests that emotion-focused questionnaires exclude relevant content, concluding for a small set of emotions before sufficient study has been undertaken.

中文翻译:

论文中的情绪:第二语言作者在撰写研究论文四个星期中的感受

Pekrun(2000,2006)基于问卷的学术情绪模型被广泛使用。但是,定性数据的评估分析提供了更丰富的细节。这项研究使用评估分析来评估学生在撰写论文的四个星期内实现的主观态度。结果表明,判断和欣赏几乎与情绪一样频繁,并且在任务的所有四个星期中其分布和态度特征都不同。对容量,质量,影响和复杂性的正面和负面认识类似于典型的U形学习曲线。极性表明,参加者最困难的是第3周,在整个任务中,消极的情绪倾向会增加,消极情绪在第2和第3周达到高峰。这项研究强调了评估分析在详细阐述学术情感引起的主观态度方面的价值。它表明,以情感为重点的调查表排除了相关内容,在进行了充分的研究之前就只包含了少量的情感。
更新日期:2019-06-01
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