Browsing by Author "Wiitasalo, Magdalena"

Proficiency in English is necessary for university students to graduate and it is also useful in their future. Previous research has shown that students experience a wide range of emotions that can have an impact on their academic performance. Emotions and cognition are strongly connected and therefore can have an effect on academic performance. The aim of this Master’s Thesis was to study the variety of academic emotions and find out whether the type of the course influences them. In autumn 2020 students from several faculties at the University of Helsinki took part in this study. The data was collected through a questionnaire that measures academic emotions. A total of 76 students answered the questionnaire. The research material consisted of quantitative and qualitative data. Quantitative data were analyzed with SPSS software. The analyzes included an exploratory factor analysis that yielded six sum variables to describe the academic emotions experienced by students. Open-ended responses were analyzed using data-driven content analysis. The six sum variables describing emotions were named irritability, boredom, teacher support, dissatisfaction, enjoyment, and hope. University students experienced boredom and irritation the least, and support from the teacher and hope the strongest. When comparing Alms and lecture course participants, there was more variation in the boredom sum variable among lecture course participants. However, there were no statistical differences between the two groups. Open-ended answers showed more negative emotions, such as fear and anxiety. Based on the results of this study, academic emotions should be taken into consideration when teaching, for instance by supporting students’ positive emotions. The teacher can play an important role by providing support and encouragement. Understanding academic emotions may also benefit students, as it can affect academic achievements.