Keynote Speakers
Prof. Sari Lindblom-Ylänne
Abstract
Academic emotions of students and teachers
Academic emotions can be defined as affects that are experienced in academic contexts and during different kinds of academic activities while teaching, learning or studying. So far, research on academic emotions has been scarce. Our own recent studies have explored teachers’ and students’ academic emotions. In our previous study (Postareff & Lindblom-Ylänne, 2011) we showed that teachers adopting a learning-focused (i.e. student-focused) approach to teaching described mostly feelings of satisfaction and enthusiasm when describing their teaching, whereas teachers adopting a more content-focused (i.e. teacher-focused) approach to teaching described neutral or negative feelings about teaching. Some teachers described even dissatisfaction and reluctance towards teaching. Moreover, our previous study (Lindblom-Ylänne, Saariaho-Räsänen, Inkinen & Hailikari, 2013) showed that students’ academic emotions were related to their self-efficacy beliefs, study progress and study processes. In my presentation, I will describe our most recent results concerning academic emotions of both students and teachers and discuss ways how to support both teachers and students to deal with their academic emotions.
Sari Lindblom-Ylänne is Professor of Higher Education and Director of the Helsinki University Centre for Research and Development in Higher Education. She is also the Deputy Head of the Institute of Behavioural Sciences responsible to research and doctoral education. Lindblom-Ylänne is a licensed psychologist. She is the Immediate Past President of EARLI (European Association for Research on Learning and Instruction) and is now President-Elect of WERA (World Education Research Association) and will be President for the years 2014-2016. Sari Lindblom-Ylänne is actively involved in many international research projects. Her research focuses on student learning and teaching at university, for example, on approaches to learning and teaching, self-regulation, self-efficacy beliefs, motivation to studying, assessment practices and quality enhancement in higher education.
