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Education & Language | The Asia-Pacific Education Researcher – incl. option to publish open access (Societies)

The Asia-Pacific Education Researcher

The Asia-Pacific Education Researcher

Editor-in-Chief: Timothy Teo

ISSN: 0119-5646 (print version)
ISSN: 2243-7908 (electronic version)

Journal no. 40299

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Proposal for a Special Issue for The Asia-Pacific Education Researcher

“Emotions in Education: Asian Insights on the Role of Emotions in Learning and Teaching” 

Proposed Theme for the Special Issue

Emotions have been largely neglected in educational research, especially in Asia. The bulk of the research has mostly focused on the cognitive-motivational and social-contextual dimensions of learning, teaching, and school leadership. In recent years, however, there has been an increasing recognition of the key role of emotions in educational settings. Emotions are at the core of what it means to be a human being and is a dynamic force that permeates the school setting. The theme for this proposed special issue is “Emotions in education: Asian insights on the role of emotions in learning and teaching”. We will explore the role of emotions across students and teachers. The special issue aims to showcase research on emotions in educational settings conducted in the Asian context.
Emotions in Learning
“Emotion is the foundation of learning” (Zull, 2006, p. 7). Emotion stimulates learners’ attention and triggers the learning process. It affects what is learned and what is retained. In fact, recent advances in neurosciences, education, and psychology have revealed a strong positive relationship between emotions and the learning process (Seli, Wammes, Risko, & Smilek, 2016; Tyng, Amin, Saad, & Malik, 2017; Um, Plass, Hayward, & Homer, 2012). The significance of emotions in learning has sparkled a growing interest in understanding the role of emotions in academic settings in recent years. Nevertheless, research on emotion is still rather limited (Linnenbrink-Garcia & Pekrun, 2011; Schutz & Pekrun, 2007). Compared to the bulk of the research that focused on the ‘cold’ cognitive and rational aspects of learning, “research on students’ emotions is still in its early infancy” (Linnenbrink-Garcia & Pekrun, 2011, p. 3).
The role of emotions in the learning process deserves more attention. One of the more prominent theoretical frameworks that has attempted to understand the relationship between emotions and learning is the control-value theory of achievement emotions (Pekrun, Goetz, Titz, & Perry, 2002). This model argues that students experience different types of achievement emotions in the context of learning and test-taking. These emotions have important implications for cognition, motivation, and accdemic learning. Students who experience positive emotions (e.g., enjoyment and price) have been shown to achieve better grades, pursue mastery-oriented goals (Pekrun, Elliot, & Maier, 2006), and parcipate more actively in school activities (King, McInerney, Ganotice, & Villarosa, 2015; Pekrun, Hall, Goetz, & Perry, 2011). Conversely, the experience of negative emotions leads to decreased efforts and lower achievement (Dettmers, Trautwein, Ludtke, Goetz, Frenzel, & Pekrun, 2011; Pekrun et al., 2011). These studies have highlighted the importance of putting emotions into the learning process.
Emotions in Teaching
Emotions are at the heart of teaching (Hargreaves, 2001). Aside from the role of emotions in learning, it is also a fundamental component of effective teaching (Hosotani & Imai-Matsumura, 2011) as the way teachers experience and express emotions have a direct impact on their behavours and pedogogies adopted, which affects not only learners’ behaviours, but also how emotions are infused in classrooms.
Research has shown that teacher emotion plays a crucial role in the learning and teaching process (e.g., Cross & Hong, 2012; Scott & Sutton, 2009; Yin, Huang, & Wang, 2017). It has been argued that teacher emotion is a fundamental component of quality teaching (Day & Gu, 2009; Hosotani & Imai-Matsumura, 2011). Moreover, given the linkage between emotion and cognition, it is important for teachers to be able to get students emotionally involved and engaged in the learning process so as to activate emotions that foster students’ motivation and then their subsequent desire to learn. There is a dynamic interplay among emotions, teaching and learning (Fried, Mansfield, & Dobozy, 2015; Uitto, Jokikokko, & Estola, 2015). However, there is a paucity of research that focuses on the role of teacher emotions with previous studies mostly focusing on the cognitive and pedagogical dimensions of effective teaching.
Emotions in Asian Contexts
While emotions themselves are universal phenomena, how they are experienced, expressed, perceived, and regulated are influenced by culture and the surrounding society (Richeson & Boyd, 2005). In collectivist cultural contexts which characterize Asian societies, such as China, Philippines, Korea, and Japan, strong emphasis is placed on attending to others, fitting in and maintaining harmonious interdependence. Individuals, therefore, are expected to control their own emotions and to be sensitive to the self and others’ emotions so as to promote harmony (Oyserman, Coon, & Kemmelmeier, 2002). In contrast, in individualistic cultures in the West, the emphasis is on attending to the self and maintaining personal independence from others. Hence, individuals are encouraged to express their emotions, to discover and express their unique inner attributes (Markus & Kitayama, 1991). Given that research on emotions is still dominated by Western studies, the distinctive emotional differences between the east and the west have pointed to the need for and value of more research in this area so as to understand how different contexts and cultures shape the interplay of emotions, learning, teaching, and leadership.
Taken together, there is a need to fill these gaps in research on emotions. As such, the theme for this special issue is “Emotions in education: Asian insights on the role of emotions in learning and teaching.” It aims to uncover the role of emotions in educational contexts with a special focus on the domains of learning and teaching. The focus on Asian research would help illuminate how the unique Asian socio-cultural context influences the dynamic interplays among emotions, learning, teaching, and leadership.
Rationale
This special issue would bring new and unique theoretical and practical insights to the literature on emotions in learning and teaching. Since studies on emotions are mainly conducted in the western context, this special issue is intended to give voice to the research of Asian scholars whose work could contribute to advance our understanding on how culture plays a role in influencing emotions in the educational context. Furthermore, while the design of many intervention programmes are mainly informed by research conducted in the western context, this special issue provides updated findings and knowledge from the Asian perspective, which may stimulate insights to design better interventions that can take into account the socio-cultural factors to improve teaching, learning, and leadership. Specifically, we are seeking for papers that examine how emotions shape learning and teaching and across different developmental stages including kindergarten, primary, secondary and higher education. The papers are expected to cover a variety of methodologies including quantitative, qualitative, and mixed method approaches. We are also open to accepting theoretical and review papers. Furthermore, the papers should discuss how the unique Asian socio-cultural context influences their findings.

Key Themes / Topics 

The following are the potential topics of interest for this special issue:
• Antecedents and consequences of positive and negative emotions among students and teachers
• Achievement emotions
• Academic emotions
• Emotions experienced by diverse learners
• Emotions and motivation in learning and teaching
• Emotions and cognitive functioning
• Emotion management and its impacts on teaching and learning
• Emotion and social interactions in school settings
• Emotion and student learning outcomes (such as academic performance and wellbeing)
• Emotional climates at the system, school and classroom levels
• Teachers’ emotions and teaching pedagogies
• Intervention for social and emotional learning, teaching, and leadership
• Emotional intelligence of students and teachers

Timeline 

Date Agenda
1 July 2018 First submission by the authors
10 Aug 2018 First round of reviews completed
15 Oct 2018 Author resubmit their papers (1st round of revisions)
15 Nov 2018 Second round of reviews completed
30 December Authors resubmit their papers (2nd round of revisions
15 January 2019 Editors write the final disposition letter and submit to the journal

Guest Editors 

Ronnel B. King is an Assistant Professor in the Department of Curriculum and Instruction, The Education University of Hong Kong. He was recently named a “Rising Star” (2017) by the Association for Psychological Science (APS). His research interests are in student emotions, motivation, and well-being. He has published more than 90 journal articles, book chapters, and edited books. His research has appeared in key journals such as Educational Psychologist, The Journal of School Psychology, Contemporary Educational Psychology, British Journal of Educational Psychology, Instructional Science, and Learning and Individual Differences among others.
Representative publications on student emotions:
1. King, R. B., & Datu, J. A. D. (2017). Happy classes make happy students: Classmates’ well-being predicts individual student well-being. Journal of School Psychology, 65, 116-128.
2. King, R. B. (2017). A fixed mindset leads to negative affect: The relations between implicit theories of intelligence and subjective well-being. Zeitschrift fur Psychologie, 225, 137-145.
3. Ganotice, F. A., Datu, J. A. D., & King, R. B. (2016). Which emotional profiles exhibit the best learning outcomes? A person centered analysis of students' academic emotions. School Psychology International, 37, 498-518
4. King, R. B., & Areepattamannil, S. (2014). What students feel in school influences the strategies they use for learning: Academic emotions and cognitive/meta-cognitive strategies. Journal of Pacific Rim Psychology, 8, 18-27.
5. King, R. B., & Gaerlan, M. J. (2014). How you perceive time matters for how you feel in school: Investigating the link between time perspectives and academic emotions. Current Psychology, 33, 282-300.
Junjun Chen is an Assistant Professor in the Department of Education Policy and Leadership, The Education University of Hong Kong. Her research interests are in students’, teachers’, and school leaders’ emotions and well-being, how these constructs contribute to and promote educational effectiveness. She has widely published in books and journals including Teaching and Teacher Education, British Journal of Educational Psychology, Journal of Education for Teaching; Teachers and Teaching: Theory and practice,
Educational Management, Administration and Leadership, International Journal of Science Education, and Research in Science Education.
Representative publications on teacher and student emotions:
1. Chen, J. (in press). Exploring the impact of teacher emotions on their approaches to teaching: A Structural Equation Modeling approach. British Journal of Educational Psychology.
2. Chen, J. (in press). Understanding primary teacher emotions in the Hong Kong context. Asia Pacific Education Review.
3. Chen, J., & Brown, G. (2018). Chinese secondary school students’ conceptions of assessment and achievement emotions: Endorsed purposes lead to positive and negative feelings. Asia Pacific Journal of Education. Published Online First. doi:10.1080/02188791.2018.1423951
4. Chen, J. (2017). Exploring primary teacher emotions in Hong Kong and Mainland China: A qualitative perspective. Educational Practice and Theory, 39(2), 17-37.
5. Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68-77.  

References 

Berkovich, I, & Eyal, O. (2017). Methodological review of studies on educational leaders and emotions (1992-2012): Insights into the meaning of an emerging research field in educational administration. Journal of Educational Administration, 55(5), 469-491.
Bridges, E. (2012). Administrator preparation: Looking backwards and forwards. Journal of Educational Administration, 50(4), 402-419.
Cross, D.I., & Hong, J. Y. (2012). An ecological examination of teachers’ emotions in the school context. Teaching and Teacher Education, 28(7), 957-967.
Day, C., & Qing, G. (2009). Teacher emotions: Well-being and effectiveness. In P. A. Schutz & M. Zembylas, Advances in teacher emotion research: The impact on teachers’ lives (pp. 15-32). London and New York: Springer.
Dettmers, S., Trautwein, U., Ludtke, O., Goetz, T., Frenzel, A. C., & Pekrun, R. (2011). Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. Contemporary Educational Psychology, 36, 25–35
Fried, L., Mansfield, C., & Dobozy, E. (2015). Teacher emotion research: Introducing a conceptual model to guide future research. Issues in Educational Research, 25(4), 415-441.
Fullan, M. (2015). The new meaning of educational change (5th Edition). New York: Teachers College Press.
Hallinger, P. (2010). Making education reform happen: Is there an ‘Asian’ way? School Leadership and Management, 30(5), 401-408.
Hallinger, P. (2016). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership. doi: 10.1177/1741143216670652
Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056-1080.
Hosotani, R., & Imai-Matsumura, K. (2011). Emotional experience, expression, and regulation of high-quality Japanese elementary school teachers. . Teaching and Teacher Education, 27, 1039-1048.
Hosotani, R., & Imai-Matsumura, K. (2011). Emotional experience, expression, and regulation of high-quality Japanese elementary school teachers. Teaching and Teacher Education, 27(6), 1039-1048.
King, R. B., McInerney, D. M., Ganotice, F. A., & Villarosa, J. (2015). Positive affect catalyzes academic engagement: Cross-sectional, longitudinal, and experimental evidence. Learning and Individual Differences, 39, 64–72.
Leithwood, K. A., & Beatty, B. (2009). Learning leadership for emotionally hot climates. International Studies in Educational Administration, 37(1), 91-103.
Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students' emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36, 1-3. doi:j.cedpsych.2010.11.004
Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion and motivation. Psychological Review, 98(2), 224-253.
Maxwell, A., & Riley, P. (2017). Emotional demands, emotional labor and occupational outcomes in school principals: Modelling the relationships. Educational Management Administration & Leadership, 45(3) 484-502.
Oyserman, D., Coon, H. M., & Kemmelmeier, M. (2002). Rethinking individualism and collectivism: Evaluation of theoretical assumptions and meta-analyses. Psychological Bulletin, 128, 3-72.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583–597.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36–48.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ selfregulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91–105.
Pekrun, R., Hall, N. C., Goetz, T., & Perry, R. P. (2014). Boredom and academic achievement: Testing a model of reciprocal causation. Journal of Educational Psychology, 106, 696–710
Richeson, P. J., & Boyd, R. (2005). Not by genes alone: How culture transformed human evolution. Chicago, IL: University of Chicago Press.
Schutz, P. A., & Pekrun, R. (2007). Emotion in education. San Diego, CA: Elsevier Academic Press.
Scott, C., & Sutton, R. E. (2009). Emotions and change during professional development for teachers: A mixed methods study. Journal of Mixed Methods Research, 3(2), 151-171.
Seli, P., Wammes, J. D., Risko, E. F., & Smilek, D. (2016). On the relation between motivation and retention in educational contexts: the role of intentional and unintentional mind wandering. . Psychonomic Bulletin & Review, 23, 1280–1287. doi:doi: 10.3758/s13423-015-0979-0
Tyng, C. M., Amin, H. U., Saad, M. N. M., & Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in Psychology, 8, 1454. doi:https://doi.org/10.3389/fpsyg.2017.01454
Uitto, M., Jokikokko, K., & Estola, E. (2015). Virtual special issue on teachers and emotions in teaching and teacher education (TATE) in 1985-2014. Teaching and Teacher Education, 50, 124-135.
Um, E., Plass, J. L., Hayward, E. O., & Homer, B. D. (2012). Emotional design in multimedia learning. Journal of Educational Psychology, 104, 485-498. doi:doi: 10.1037/a0026609
Yin, H.B., Huang, S., & Wang, W. (2017). Work environment characteristics and teacher well-being: The mediation of emotion regulation strategies. International Journal of Environment Research Public Health, 13(9).
Zull, J. E. (2006). Key aspects of how the brain learns. In S. Johnson & K. Taylor (Eds.), The neuroscience of adult learning (pp. 3-9). San Francisco, CA: Jossey-Bass.

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    Founded by the Academic Publications Office, De La Salle University, Manila, Phillippines

    THE ASIA-PACIFIC EDUCATION RESEARCHER (TAPER) is an international refereed journal of original research in education.  It provides a venue for the publication of empirical and theoretical studies in education, with emphasis on the experiences of successful educational systems in the Asia-Pacific Region and of the national educational systems therein that are presently underrepresented in the research literature. 

     The journal publishes:

    •  Regular Article that report original research work that leads to the understanding and/or improvement of educational processes and outcomes using research methods and analytic frameworks of the varied academic disciplines (anthropology, applied linguistics, cognitive science, economics, history, philosophy, political science, psychology, sociology, among others) and also using multidisciplinary and interdisciplinary approaches;

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