Browsing by Author "Puska, Eveliina"

Objectives. The purpose of the study was to find out the emotional fluctuations experienced in the master’s course in craft education. Based on previous research, it is known that emotions are strongly associated with each stage of the craft process. Better learning outcomes are achieved when both positive and negative emotions are experienced. The theoretical background of this study was constructed from studies examined of both academic emotions and emotions related to the craft process. The study examined how strongly different epistemic emotions, i.e. learning and study-related emotions, students experienced within the framework of the Advanced Course in the master’s degree in Craft Science in University of Helsinki, and how those emotions varied. The research was inspired by my own experience and interest. Methods. The material was collected from the University of Helsinki's Master's degree course in Materialization in Craft Science in the autumn semester 2020 (September 2 – December 1, 2020). Craft teacher students (N=35) completed the emotional scale survey at the end of each teaching session (9 times). The survey was based on the Epistemic Emotions Scales (Short Form) emotion meter created by Pekrun et al. Emotional variations and emotional relationships were examined by correlation coefficients, patterns formed from descriptive data, regression analysis, and t-test. IBM SPSS Statistics software was used for the analyzes. Patterns were created from the averages of each emotion separately, and emotional profiles of a few individual students were added to supplement the results. Results and conclusions. All epistemic feelings occurred throughout the course. The course participants generally experienced mostly enjoyment and curiosity and least frustration and boredom. However, the individual emotional profiles of the students varied a lot from each other, i.e. the emotional variations of the students were different and individual. Enjoyment explained the statistically significant effect of the emotional variation on progression in course assignments. Statistical significance was also evident in the occurrence of confusion; in the first lesson, more confusion was experienced than in the fifth or ninth (the last lesson), confusion related to the assignment decreased from assignment during task completion. Based on this, the assignment of the course can be considered confusing, but as the process progresses, the confusion decreases significantly. An emotion survey can be utilized, for example, in a course, in which case course participants must reflect on their feelings.