ERIC Number: EJ1366718
Record Type: Journal
Publication Date: 2022
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0304-3797
EISSN: EISSN-1469-5898
Engineering Students' Perceptions of Teaching: Teacher-Created Atmosphere and Teaching Procedures as Triggers of Student Emotions
European Journal of Engineering Education, v47 n5 p814-832 2022
The engineering education field has concentrated more on rationality and knowledge than on emotions, even though the latter are important in students' learning processes and in the engineering profession. This study examined engineering students' descriptions of the roles of teaching in their perceived emotions. A qualitative thematic analysis was conducted on data from interviews with 26 engineering students. The results show that students' emotions are influenced by their perceptions of 1) a teacher-created atmosphere, such as teacher interest, enthusiasm, emotions, and encouragement, and 2) teaching procedures, such as course arrangements, lectures, public performances, and active learning. The findings call for more attention to the nuances of student -- teacher relationships in engineering classrooms, as they can affect the ways in which students experience teaching procedures, as well. These results can help engineering educators better understand students' teaching-related emotions and make instructional choices that enhance student emotions that are conducive to learning.
Descriptors: College Students, Engineering Education, Social Cognition, Emotional Response, Classroom Environment, Social Environment, Educational Practices, Teacher Student Relationship, Student Experience, Learning Processes, Foreign Countries, College Faculty
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A