Pupils’ emotional expression observed in the primary school context

• Simona Prosen ^[1] ; Helena Smrtnik Vitulić ^[1]
  1. [1] University of Ljubljana

     University of Ljubljana

     Eslovenia

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 47, Nº 3, 2024, págs. 598-625
• Idioma: inglés
• DOI: 10.1177/02103702241266376
• Títulos paralelos:
  • Observación de la expresión emocional de los alumnos en el contexto de educación primaria
• Enlaces
  • Texto completo
• Resumen
  • español

    En este estudio se investigó la expresión emocional de los alumnos en los primeros cinco cursos de educación primaria. Siguiendo una pauta observacional, se observaron las expresiones emocionales de la muestra (N = 114), formada por alumnos de entre 6.5 y 10.6 años. Las observaciones se realizaron en las aulas de 70 centros escolares de distintas regiones de Eslovenia. Entre las expresiones emocionales de los alumnos se identificaron 14 emociones, con predominio de la alegría y el enojo. Se observó una intensidad moderada en la expresión de emociones positivas y negativas, así como de emociones básicas y complejas, y no se identificaron diferencias significativas en términos de intensidad entre estas categorías. Los niños expresaron más emociones positivas, negativas y básicas que las niñas. Las situaciones que suscitaron la expresión emocional eran diversas y reflejaban aspectos destacados del contexto escolar como el rendimiento académico, las interacciones sociales con profesores y compañeros en el aula y las actividades realizadas durante la clase. El artículo subraya la aplicabilidad de los resultados en el trabajo de los docentes en el aula.

  • English

    The present study investigated the expression of emotions in pupils of the first five grades of primary school. The sample (N = 114) comprised pupils aged between 6.5 and 10.6 years, whose expression of emotions was observed using an observational schema. Observations were gathered in classrooms at 70 schools in different regions of Slovenia. Fourteen emotions were recognized in the pupils’ expressions, with joy and anger predominating. The intensity of the expression of positive and negative emotions, as well as basic and complex emotions, was moderate, and no significant difference in intensity was observed between these categories. Boys expressed more positive, negative and basic emotions than girls. The situations that elicited emotions varied and reflected the prominent issues in school, particularly academic achievement, social interactions with teachers and classmates, and activities during lessons. The applicability of the results to teachers’ work in the classroom was highlighted.

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