The role of academic tasks in emotional dynamics of undergraduates. A study in Education Careers.
El papel de las tareas académicas en la dinámica emocional de los estudiantes universitarios. Un estudio en carreras de educación.
| 2018 | |
|
Learnings College Undergraduates Academic Task Academic Emotions Aprendizajes Universidad Estudiantes universitarios Tareas académicas Emociones académicas |
|
| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
|
https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/1638
https://hdl.handle.net/10895/3945 |
|
| Acceso abierto |
| _version_ | 1815178713835241472 |
|---|---|
| author | Paoloni, Paola Verónica |
| author2 | Loser, Tatiana Falcón, Rocío |
| author2_role | author author |
| author_facet | Paoloni, Paola Verónica Loser, Tatiana Falcón, Rocío |
| author_role | author |
| collection | LIBERI |
| dc.creator.none.fl_str_mv | Paoloni, Paola Verónica Loser, Tatiana Falcón, Rocío |
| dc.date.accessioned.none.fl_str_mv | 2023-09-13T12:57:07Z |
| dc.date.available.none.fl_str_mv | 2023-09-13T12:57:07Z |
| dc.date.none.fl_str_mv | 2018-07-19 |
| dc.description.en-US.fl_txt_mv | This paper aims to provide theoretical contributions and suggest lines of action that contribute to the emergence of emotional states beneficial to the learning of university students. We worked with 38 students from a public university located in the province of Cordoba, Argentina, during the first four months of 2016. The instruments and methods used for data collection were the Achivement Emotions Questionnaire by Pekrun, Goetz and Perry (2005), semi-structured interviews and analysis of protocols of academic tasks. The results broaden the range of theoretical and methodological tools that are available for the design of situations potentially promoting positive emotions for learning in the university context. |
| dc.description.es-ES.fl_txt_mv | Este trabajo se propone brindar aportes teóricos y sugerir líneas de actuación que contribuyan al surgimiento de estados emocionales beneficiosos para los aprendizajes de estudiantes universitarios. Se trabajó con 38 alumnos de una universidad pública ubicada en la provincia de Córdoba, Argentina, durante el primer cuatrimestre de 2016. Se recurrió al Achivement Emotions Questionnaire de Pekrun, Goetz y Perry (2005), a entrevistas semiestructuradas y al análisis de protocolos de tareas académicas como instrumentos y métodos para la recolección de datos. Los resultados permiten ampliar el abanico de herramientas teóricas y metodológicas con que se cuenta para el diseño de situaciones potencialmente promotoras de emociones positivas para los aprendizajes en el contexto universitario. |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/1638 10.22235/pe.v11i2.1638 |
| dc.identifier.uri.none.fl_str_mv | https://hdl.handle.net/10895/3945 |
| dc.language.iso.none.fl_str_mv | spa |
| dc.publisher.es-ES.fl_str_mv | Universidad Católica del Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/1638/1615 |
| dc.rights.es-ES.fl_str_mv | Derechos de autor 2018 Páginas de Educación |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.en-US.fl_str_mv | Páginas de Educación; Vol. 11 No. 2 (2018): Páginas de Educación; 1-23 |
| dc.source.es-ES.fl_str_mv | Páginas de Educación; Vol. 11 Núm. 2 (2018): Páginas de Educación; 1-23 |
| dc.source.none.fl_str_mv | 1688-7468 1688-5287 10.22235/pe.v11i2 reponame:LIBERI instname:Universidad Católica del Uruguay instacron:Universidad Católica del Uruguay |
| dc.source.pt-PT.fl_str_mv | Páginas de Educación ; Vol. 11 N.º 2 (2018): Páginas de Educación; 1-23 |
| dc.subject.en-US.fl_str_mv | Learnings College Undergraduates Academic Task Academic Emotions |
| dc.subject.es-ES.fl_str_mv | Aprendizajes Universidad Estudiantes universitarios Tareas académicas Emociones académicas |
| dc.title.none.fl_str_mv | The role of academic tasks in emotional dynamics of undergraduates. A study in Education Careers. El papel de las tareas académicas en la dinámica emocional de los estudiantes universitarios. Un estudio en carreras de educación. |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | This paper aims to provide theoretical contributions and suggest lines of action that contribute to the emergence of emotional states beneficial to the learning of university students. We worked with 38 students from a public university located in the province of Cordoba, Argentina, during the first four months of 2016. The instruments and methods used for data collection were the Achivement Emotions Questionnaire by Pekrun, Goetz and Perry (2005), semi-structured interviews and analysis of protocols of academic tasks. The results broaden the range of theoretical and methodological tools that are available for the design of situations potentially promoting positive emotions for learning in the university context. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | LIBERI_3c24cfffd1f4bb693bbb7f4c8a43bffb |
| identifier_str_mv | 10.22235/pe.v11i2.1638 |
| instacron_str | Universidad Católica del Uruguay |
| institution | Universidad Católica del Uruguay |
| instname_str | Universidad Católica del Uruguay |
| language | spa |
| network_acronym_str | LIBERI |
| network_name_str | LIBERI |
| oai_identifier_str | oai:liberi.ucu.edu.uy:10895/3945 |
| publishDate | 2018 |
| reponame_str | LIBERI |
| repository.mail.fl_str_mv | franco.pertusso@ucu.edu.uy |
| repository.name.fl_str_mv | LIBERI - Universidad Católica del Uruguay |
| repository_id_str | 10342 |
| rights_invalid_str_mv | Derechos de autor 2018 Páginas de Educación |
| spelling | Paoloni, Paola VerónicaLoser, TatianaFalcón, Rocío2018-07-192023-09-13T12:57:07Z2023-09-13T12:57:07Zhttps://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/163810.22235/pe.v11i2.1638https://hdl.handle.net/10895/3945This paper aims to provide theoretical contributions and suggest lines of action that contribute to the emergence of emotional states beneficial to the learning of university students. We worked with 38 students from a public university located in the province of Cordoba, Argentina, during the first four months of 2016. The instruments and methods used for data collection were the Achivement Emotions Questionnaire by Pekrun, Goetz and Perry (2005), semi-structured interviews and analysis of protocols of academic tasks. The results broaden the range of theoretical and methodological tools that are available for the design of situations potentially promoting positive emotions for learning in the university context.Este trabajo se propone brindar aportes teóricos y sugerir líneas de actuación que contribuyan al surgimiento de estados emocionales beneficiosos para los aprendizajes de estudiantes universitarios. Se trabajó con 38 alumnos de una universidad pública ubicada en la provincia de Córdoba, Argentina, durante el primer cuatrimestre de 2016. Se recurrió al Achivement Emotions Questionnaire de Pekrun, Goetz y Perry (2005), a entrevistas semiestructuradas y al análisis de protocolos de tareas académicas como instrumentos y métodos para la recolección de datos. Los resultados permiten ampliar el abanico de herramientas teóricas y metodológicas con que se cuenta para el diseño de situaciones potencialmente promotoras de emociones positivas para los aprendizajes en el contexto universitario.application/pdfspaUniversidad Católica del Uruguayhttps://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/1638/1615Derechos de autor 2018 Páginas de Educacióninfo:eu-repo/semantics/openAccessPáginas de Educación; Vol. 11 No. 2 (2018): Páginas de Educación; 1-23Páginas de Educación; Vol. 11 Núm. 2 (2018): Páginas de Educación; 1-23Páginas de Educación ; Vol. 11 N.º 2 (2018): Páginas de Educación; 1-231688-74681688-528710.22235/pe.v11i2reponame:LIBERIinstname:Universidad Católica del Uruguayinstacron:Universidad Católica del UruguayLearningsCollegeUndergraduatesAcademic TaskAcademic EmotionsAprendizajesUniversidadEstudiantes universitariosTareas académicasEmociones académicasThe role of academic tasks in emotional dynamics of undergraduates. A study in Education Careers.El papel de las tareas académicas en la dinámica emocional de los estudiantes universitarios. Un estudio en carreras de educación.info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersion10895/39452023-09-13 09:57:08.025oai:liberi.ucu.edu.uy:10895/3945Universidadhttps://www.ucu.edu.uy/https://liberi.ucu.edu.uy/oai/requestfranco.pertusso@ucu.edu.uyUruguayopendoar:103422023-09-13T12:57:08LIBERI - Universidad Católica del Uruguayfalse |
| spellingShingle | The role of academic tasks in emotional dynamics of undergraduates. A study in Education Careers. Paoloni, Paola Verónica Learnings College Undergraduates Academic Task Academic Emotions Aprendizajes Universidad Estudiantes universitarios Tareas académicas Emociones académicas |
| status_str | publishedVersion |
| title | The role of academic tasks in emotional dynamics of undergraduates. A study in Education Careers. |
| title_full | The role of academic tasks in emotional dynamics of undergraduates. A study in Education Careers. |
| title_fullStr | The role of academic tasks in emotional dynamics of undergraduates. A study in Education Careers. |
| title_full_unstemmed | The role of academic tasks in emotional dynamics of undergraduates. A study in Education Careers. |
| title_short | The role of academic tasks in emotional dynamics of undergraduates. A study in Education Careers. |
| title_sort | The role of academic tasks in emotional dynamics of undergraduates. A study in Education Careers. |
| topic | Learnings College Undergraduates Academic Task Academic Emotions Aprendizajes Universidad Estudiantes universitarios Tareas académicas Emociones académicas |
| url | https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/1638 https://hdl.handle.net/10895/3945 |
