Eu opEan Jou nal o TEachE EducaTion, 2017
Vol. 40, no. 4, 447–464
h ps://doi.o g/10.1080/02619768.2017.1349095
F om anxie y o en husiasm: emo ional pa e ns among
s uden eache s
Hen ika An ilaa, Ki si Pyhäl öb,c, Tiina Soinie and Janne Pie a inend
adepa men o Beha iou al Sciences, uni e si y o helsinki, helsinki, inland; b acul y o Educa ional
Sciences, uni e si y o oulu, oulu, inland; c acul y o Beha iou al Sciences, uni e si y o helsinki, helsinki,
inland; dSchool o applied Educa ional Science and Teache Educa ion, uni e si y o Eas e n inland, Joensuu,
inland; e acul y o Educa ion, uni e si y o Tampe e, Tampe e, inland
ABSTRACT
S udying o become a eache is a highly emo ional expe ience.
Ne e heless, li le is known abou emo ional pa e ns and emo ional
change. The aim o his s udy is o enhance he unde s anding o
s uden eache s’ academic emo ions by explo ing pa e ns o
emo ions expe ienced in emo ionally loaded episodes. A o al o 19
p ima y school s uden eache s we e in e iewed. The quali a i e
con en analysis e ealed i e di e en emo ional pa e ns: posi i e,
nega i e, ascending, descending and changing. Mos o he emo ional
pa e ns we e posi i e o changing in na u e. Ye all he emo ional
pa e ns we e highly ocused on s udying and lea ning. Mo eo e ,
he pa e ns we e expe ienced equally in sho , medium-leng h
and long episodes. Ou s udy showed ha emo ional pa e ns we e
igge ed by a ious ask- ela ed elemen s o eache educa ion: mos
commonly, ul illed o un illed expec a ions, su icien o insu icien
abili ies, and expe iences o social suppo ecei ed o no ecei ed.
1. In oduc ion
The e is e idence ha s udying o become a eache is an emo ional expe ience (An ila
e al. 2016). S uden eache s ha e epo ed expe iencing a numbe o emo ions du ing hei
s udies anging om en husiasm o disappoin men (Timoš šuk and Ugas e 2012). Posi i e
ac i a ing emo ions ha e been associa ed wi h good academic pe o mance among s uden
eache s (e.g. Ke onen and Lonka 2012), whe eas nega i e deac i a ing emo ions such as
bo edom a e sugges ed o be de imen al o lea ning (Goe z e al. 2014). Emo ions also
appea o a y depending on he con ex and he objec o he ac i i y (A e ill 1980). The
implica ion is ha s uden eache s’ emo ions e ol e and un old o e ime (Sonnemans and
F ijda 1994) depending on he ac i i y in which hey a e engaged.
Ne e heless, su p isingly li le is known abou he kinds o emo ional pa e ns, comp ising
a se o disc e e emo ions igge ed by a si ua ion o ask a hand and ollowed by each
o he , ha s uden eache s expe ience in hei s udies. An emo ional pa e n consis s o a
minimum o wo disc e e emo ions ac i a ed by a si ua ion o ask a hand du ing an
© 2017 The au ho (s). published by in o ma uK limi ed, ading as Taylo & ancis G oup.
This is an open access a icle dis ibu ed unde he e ms o he c ea i e commons a ibu ion-noncomme cial-node i a i es license
(h p://c ea i ecommons.o g/licenses/by-nc-nd/4.0/), which pe mi s non-comme cial e-use, dis ibu ion, and ep oduc ion in any medium,
p o ided he o iginal wo k is p ope ly ci ed, and is no al e ed, ans o med, o buil upon in any way.
KEYWORDS
academic emo ions;
emo ional pa e ns; igge s;
s uden eache s; eache
educa ion
ARTICLE HISTORY
ecei ed 12 decembe 2016
accep ed26 June 2017
CONTACT hen ika an ila [email p o ec ed]
OPEN ACCESS
Downloaded by [Tampe e Uni e si y] a 02:55 29 Augus 2017
448 H. ANTTILA ET AL.
academic ac i i y such as cou sewo k o eaching p ac ice eedback session. Mo eo e , he e
is a lack o esea ch on how and why s uden eache s’ emo ions and emo ional pa e ns
e ol e o e ime (Pek un and Linnenb ink-Ga cia 2014). The e is a need o enhance he
unde s anding o u u e eache s’ emo ional pa e ns, no leas because emo ions expe i-
enced du ing hei eache educa ion a e likely o a ec no only hei lea ning, bu also hei
expe iences as in-se ice eache s (e.g. Becke e al. 2014; E en 2013; Rowe, Fi ness, and Wood
2015). Mo eo e , accumula ing knowledge abou emo ional pa e ns will acili a e he de el-
opmen o lea ning en i onmen s in which s uden eache s can lou ish. To gain a be e
unde s anding o s uden eache s’ academic emo ions, he p esen in es iga ion ocuses
on add essing he ollowing ques ions: (1) Wha kinds o emo ional pa e ns can be iden i ied
among p ima y school s uden eache s? (2) Wha kind o a ia ion is he e in e ms o pa e n
du a ion? (3) Wha igge s hese emo ional pa e ns?
2. Theo e ical amewo k
2.1. S uden eache s’ academic emo ions
Academic emo ions e e o a se o emo ions ha a e expe ienced while engaging in aca-
demic ac i i ies: ypically s udying, eaching and lea ning (Pek un e al. 2002). They a e
sho -li ed and in ense ac i e s a es ha a ise in esponse o a pa icula s imulus (e.g. Do
and Schalle 2004). S udying o become a eache is an emo ional expe ience ha en ails
bo h posi i e and nega i e emo ions (An ila e al. 2016; Bloom ield 2010; Malde ez e al.
2007). S uden eache s’ academic emo ions ha e been shown o a y (Timoš šuk and Ugas e
2012) in e ms o bo h alence, e e ing o he posi i e o nega i e cha ge, and a ousal,
e e ing o s a es o physiological ac i a ion (Ba e and Russell 1998; Kleine e al. 2005;
Pek un 2006, 2011). In he li e a u e, en husiasm, hope, p ide and admi a ion ha e been
iden i ied as posi i e ac i a ing emo ions, whe eas ange , anxie y, shame and en y a e
de ined as nega i e ac i a ing emo ions. The posi i e and nega i e ac i a ing emo ions
cause high le els o a ousal (Kleine e al. 2005). On he o he hand, posi i e emo ions such
as elie and nega i e emo ions such as disappoin men , exhaus ion, loneliness and bo edom
a e pe cei ed as deac i a ing due o he low in ensi y o hei physiological emo ional eac-
ion. Nega i e emo ions, such as sadness, a e p oposed o be neu al in e ms o a ousal
since hey a e no pa icula ly ac i a ing o deac i a ing by na u e (Linnenb ink 2007).
Sa is ac ion, app ecia ion and belonging, on he o he hand, a e ypically de ined as posi i e
neu al emo ions. Nega i e deac i a ing emo ions such as disappoin men , as well as neg-
a i e ac i a ing emo ions such as anxie y, ha e been epo ed o be he mos p e alen
emo ions among s uden eache s (An ila e al. 2016; Poulou 2007; Timoš šuk and Ugas e
2012). Howe e , we ecen ly ound ha Finnish s uden eache s equen ly expe ience ac i-
a ing posi i e emo ions, pa icula ly en husiasm and in e es , and posi i e neu al emo ions
such as sa is ac ion we e also equen ly epo ed (An ila e al. 2016).
Academic emo ions a e socially cons uc ed and pe sonally enac ed ways o being ha
en ail judgemen s pe aining o pe cei ed success in goal a ainmen (Schu z e al. 2006),
and he e o e canno be sepa a ed om he con ex in which hey a e embedded (A e ill
1980). P e ious s udies ha e shown ha aking exams, a ending class, wo king in small
g oups and ou side in o mal lea ning en i onmen s igge emo ions in s uden eache s
(An ila e al. 2016; Ke onen and Lonka 2012; Li manen e al. 2012). I hus seems ha hese
Downloaded by [Tampe e Uni e si y] a 02:55 29 Augus 2017
EUROPEAN JOURNAL OF TEACHER EDUCATION 449
emo ions a ely occu in isola ion, bu a he a ise while engaging in a ious in e ac ions
and p ac ices du ing eache s udies. Fo ins ance, eaching p ac ice appea s o be a highly
emo ionally loaded expe ience on bo h posi i e and nega i e le els (Malde ez e al. 2007;
Timoš šuk and Ugas e 2012; Yeung and Wa kins 2000). Posi i e emo ions end o ela e o
in e ac ion wi h pupils, and nega i e emo ions o eache educa o s (Timoš šuk and Ugas e
2012). Howe e , s uden eache s ha e also been ound o expe ience admi a ion o eache
educa o s bo h in aining schools and a uni e si y (An ila e al. 2016; Cai es and Almeida
2007). The e is e idence ha he complexi y o social in e ac ions du ing eaching and lea n-
ing a e commonly accompanied by in ense emo ional expe iences among in-se ice each-
e s (Bahia e al. 2013).
I has also been ound ha s uden eache s’ academic emo ions a e dependen on he
objec and he quali y o he ac i i y in ques ion (An ila e al. 2016) as well as hei s udy
success. Poo academic achie emen is ypically epo ed o cause nega i e ac i a ing emo-
ions among s uden eache s (Ke onen and Lonka 2012). In some si ua ions, such emo ions
may be a p econdi ion o expe iencing emo ionally op imal s a es, o imp o e s uden s’
a en ion and lea ning capaci y (Go an and Negoescu 2015). Some s udies also imply ha
i may be almos impossible o s uden eache s o a ain op imal mo i a ional s a es such
as low expe iences wi hou some le el o anxie y (Li manen e al. 2012). Emo ional expe i-
ences may esul in di e en kinds o pa e ns depending on he dynamics be ween he
s uden and he lea ning en i onmen (Timoš šuk and Ugas e 2012).
2.2. Emo ional pa e ns
Emo ions may e ol e and un old o e ime (Sonnemans and F ijda 1994) and can esul in
pa icula pa e ns in a gi en si ua ion. Acco dingly, emo ional expe iences do no ypically
comp ise one single emo ion, bu a he cons i u e a pa e n o di e en emo ions (Pek un
and Linnenb ink-Ga cia 2014). An emo ional pa e n could las om only a ew minu es up
o se e al hou s o e en longe (Ve duyn, Van Mechelen, and Tue linckx 2011). S uden
eache s’ emo ions may a y widely du ing a ma hs lec u e o eaching p ac ice session, o
example. The s uden eache s may, o ins ance, simul aneously expe ience p ide in hei
own pe o mance in he lec u e, admi a ion o he lec u e , us a ion wi h o he s uden s’
beha iou and en husiasm o lea ning. The emo ional pa e n is igge ed by a pa icula
si ua ion and consis s o a leas wo disc e e emo ions ollowing each o he and o ming a
pa e n. Each emo ion ac i a ed by he si ua ion has he capaci y o ec ui o he emo ions
(Iza d and Youngs om 1996). Hence, he e ec o he i s emo ion in he pa e n may be
minimal be o e o he emo ions come in o play (Iza d e al. 2000). I has been p oposed ha
in addi ion o he quali y and in ensi y o disc e e emo ions he impac o an emo ional
pa e n is highly dependen on he si ua ional and indi idual a ibu es (see e.g. Becke
e al. 2014). Ve duyn e al. (2009), o ins ance, showed ha he du a ion o e e yday emo-
ional episodes depends on he in ensi y o he emo ion a he beginning o he episode,
and is u he in luenced by pe sonali y and si ua ional ac o s. The e a e also di e ences in
du a ion among di e en emo ions: expe ienced g a i ude is ypically sho e li ed han
ange , o example, whe eas joy and ea end o be sho e li ed han sadness (B ans e al.
2013; Ve duyn, Van Mechelen, and Tue linckx 2011). I is sugges ed ha emo ional sha ing
sho ens he du a ion o he emo ion (B ans e al. 2013). Some emo ions a e mo e commonly
sha ed han o he s: expe iences o ange a e mo e equen ly sha ed han ea o sadness,
Downloaded by [Tampe e Uni e si y] a 02:55 29 Augus 2017
450 H. ANTTILA ET AL.
o example (B ans e al. 2013). S uden eache s ha e been shown o ha e a endency o
sha e pa icula ly signi ican bu densome and empowe ing expe iences, en ailing posi i e
and nega i e emo ions wi h hei pee s and emo ionally suppo ing each o he (Väisänen
e al. 2017). Li manen e al. (2012) u he ound ha nega i e ac i a ing emo ions such as
s ess, i i a ion and anxie y we e ypically sha ed mo e equen ly among s uden eache s
wo king in g oups han among hose a ending lec u es. This was also common o posi i e
ac i a ing emo ions such as in e es and exci emen (Li manen e al. 2012).
The e is also e idence ha academic emo ions a e con agious. I has been sugges ed
ha eache s’ and s uden s’ emo ions a e ecip oca ed ia emo ional con agion and empa hy
(Becke e al. 2014). Empa hy is based on he idea o emo ional con agion, i.e. emphasising
o he s uden s’ emo ional s a es. Becke e al. (2014), o ins ance, showed ha eache s’
en husiasm o ange has an impac on and p edic s s uden s’ emo ions in he class oom. An
en husias ic eache migh expe ience en husiasm du ing a lesson, which hen has a posi i e
impac on lea ning. This implies ha he emo ional pa e ns migh also be sha ed.
No only do people ha e a endency o change hei emo ions, hey also p e e o sus ain
hei posi i e emo ions and a oid nega i e ones (Tami 2009). In gene al, posi i e emo ions
a e conside ed a sou ce o good ou comes and a hallma k o psychological heal h (F ed ickson
1998; G ube , Mauss, and Tami 2011; Janssen, de Hullu, and Tigelaa 2008). Mo eo e , i has
been ound ha he p edominance o posi i e emo ions o med while s udying acili a es
success ul lea ning and helps s uden s o g asp and assimila e he necessa y knowledge
(Go an and Negoescu 2015). The common goal is o maximise he u ili y o he emo ions,
and hence o expe ience hose ha os e goal achie emen (Tami 2009). Ne e heless,
sho - e m bene i s may ou weigh long- e m ones, and ice e sa (Tami 2009). Acco dingly,
s uden eache s should ind a balance be ween hei desi e o immedia e posi i e emo-
ional expe iences and wan ing o delay he nega i e ones in o de o a ain hei long- e m
goals. Fo ins ance, s uden s equen ly expe ience anxie y while wo king on a di icul ask
and his is hus seen as a na u al pa o p oblem-sol ing and success ul lea ning p ocesses.
The e o e he long du a ion o a nega i e emo ion is no always p oblema ic o maladap i e
i i p omo es he a ainmen o a long- e m goal. I has also been shown ha in some si u-
a ions i may e en be mo e p ac ical o main ain a nega i e emo ion han o change i o
a posi i e one (Tami 2009). Fo example, nega i e ac i a ing emo ions such as ange may
be mo e e ec i e in e ms o s udy p og ess han gene al sa is ac ion, since hey can igge
s uden s’ mo i a ion o p o e hemsel es and inc ease hei e o s in s udying, e en ually
esul ing in be e achie emen . Mo eo e , posi i e neu al emo ions such as happiness may
be coun e p oduc i e when expe ienced oo s ongly o a he w ong ime (G ube e al.
2011).
3. The aim o he s udy
The objec i e o he p esen s udy is o enhance unde s anding o s uden eache s’ academic
emo ions and he dynamics ha con ibu e o hei expe iences. The ocus is on explo ing
emo ional pa e ns expe ienced in emo ionally loaded episodes. The ollowing esea ch
ques ions a e add essed:
• Wha kinds o emo ional pa e ns can be iden i ied?
• Wha kind o a ia ion is he e in e ms o pa e n du a ion?
Downloaded by [Tampe e Uni e si y] a 02:55 29 Augus 2017
EUROPEAN JOURNAL OF TEACHER EDUCATION 451
• Wha igge s hese emo ional pa e ns?
The s udy is pa o he la ge na ional esea ch p ojec : ‘Lea ning, pedagogical wellbeing
and agency in comp ehensi e schools’ (see Soini, Pyhäl ö, and Pie a inen 2010, o mo e
de ails).
4. Me hods
4.1. Finnish eache educa ion
All p ima y school eache s in Finland mus ha e a Mas e ’s deg ee wi h a majo in ei he
applied educa ional sciences o educa ional psychology. They ypically each in g ades 1–6
(pupils be ween 7 and 12 yea s o age). They also end o ha e hei own class o g oup,
eaching he majo i y o subjec s in he cu iculum, and he eby ake ull esponsibili y o
he pe sonal de elopmen o hei pupils.
Teache educa ion is a e y popula academic subjec a Finnish uni e si ies, and only six
pe cen o applican s a e admi ed o he educa ional p og amme a he Uni e si y o
Helsinki each yea (Uni e si y o Helsinki 2013). The cu iculum (300 ECTS – Eu opean C edi
T ans e and Accumula ion Sys em) includes o ien a ion and communica ion s udies (25
c edi s), main-subjec s udies in educa ion/educa ional psychology (140 c edi s), mul idis-
ciplina y s udies in all subjec s augh a p ima y school (g ades 1−6) (60 c edi s), and one
o wo complemen a y mino -subjec s udies (60–70 c edi s). Teaching p ac ice is an impo -
an pa o eache educa ion. A he Uni e si y o Helsinki, s uden s ha e h ee manda o y
eaching p ac ice pe iods and hese a e o ganised in ei he p ac ice schools o ield schools.
Teache educa ion is buil on esea ch-based eaching, including con en , pedagogical p ac-
ice and conduc ing esea ch (K ok o s e al. 2011). The a ge ime o comple ing a Mas e ’s
deg ee in educa ional sciences is i e yea s, and he educa ion is unded by he s a e.
4.2. Pa icipan s
The in e iew da a we e collec ed om 19 p ima y school s uden eache s who we e majo -
ing in educa ional science and we e inishing hei MA s udies a he Uni e si y o Helsinki
( emale: 14, male: 5; age: mean = 31, mode = 32, median = 29.5, min/max = 23/51 yea s).
The ollowing c i e ia we e used in selec ing he s udy pa icipan s: (1) hei sel -es ima ed
ime o g adua ion was wi hin one yea , hence hey all had ex ensi e expe ience in eache
s udies; (2) hei p o essional in e es was o wo k in a p ima y school a e g adua ion, i.e.
hey we e mo i a ed o wo k as eache s; and (3) hei majo subjec was educa ion (see
Ahonen e al. 2015). The pa icipan s di e ed in e ms o p e ious eaching expe ience and
educa ional backg ound, wi h some ha ing only a ma icula ion ce i ica e and o he s
al eady ha ing uni e si y c edi s. In e ms o age and gende , he sample su icien ly ep e-
sen ed he en i e popula ion o p ima y school s uden eache s a he Uni e si y o Helsinki
(S a is ics Finland 2011).
4.3. In e iews wi h he s uden eache s
In e iews we e conduc ed du ing he sp ing o 2011. The pa icipan s we e ec ui ed om
11 s udy g oups (gene ally, Mas e ’s hesis semina s) and pa icipa ion was olun a y. One
Downloaded by [Tampe e Uni e si y] a 02:55 29 Augus 2017

452 H. ANTTILA ET AL.
membe o he esea ch g oup conduc ed all he in e iews. The in e iews we e based on
he S uden Teache ’s S udy and P o essional Landscape in en o y (Ahonen e al. 2015; Soini,
Pyhäl ö, and Pie a inen 2010). The P o essional Landscape in en o y was alida ed in p io
s udies ega ding eaching wo k and was hence chosen o he basis o he in e iew ques-
ions. The in e iew ocused on h ee main hemes: (1) lea ning du ing eache educa ion, (2)
pe cep ions o s udying in he eache -educa ion p og amme and (3) pe cep ions o eache s’
wo k a school. The ins umen was alida ed in ou pilo in e iews be o e he da a-
collec ion phase. The s anda dised in e iew comp ised a o al o 20 ques ions, including
16 ques ions abou s udying in he eache -educa ion p og amme and ela ed emo ions,
and he eache ’s ole a school, and ou ques ions abou he pa icipan ’s pe sonal and
p o essional backg ound. The in e iews we e semi-s uc u ed: all ques ions we e asked o
each pa icipan , and he esea che also asked cla i ying ques ions i necessa y. Each in e -
iew las ed be ween 60 and 120 min and was digi ally eco ded, hen ansc ibed by mem-
be s o he esea ch g oup o ained esea ch assis an s. P ospec i e s uden s we e in o med
o he pu pose o he esea ch. The s udy did no equi e an e hics e iew in Finland (c .
Finnish Ad iso y Boa d o Resea ch In eg i y 2009). The in e iews we e conduc ed in Finnish
and he chosen quo a ions we e ansla ed in o English.
4.4. Analysis
The in e iews wi h he s uden eache s we e quali a i ely con en -analysed based on an
abduc i e s a egy (Figu e 1) (e.g. Chambe lain 2006; Elo and Kyngäs 2007). Fi s we de el-
oped a unc ional coding p ocedu e o he analysis. We ca e ully ead h ough he in e iews
(N = 19) se e al imes o ob ain an o e all unde s anding and o become amilia wi h he
da a.
(a) A i s all he emo ionally loaded episodes we e coded in o he same ca ego y.
The c i e ia o he emo ional episode we e ha i has a minimum o wo emo ions
Figu e 1.phases o he analysis.
Downloaded by [Tampe e Uni e si y] a 02:55 29 Augus 2017
EUROPEAN JOURNAL OF TEACHER EDUCATION 453
explica ed by he s uden eache , and he same objec o he ac i i y/si ua ion, such
as one lec u e o a sho encoun e wi h pee s (see Figu e 1).
(b) We placed he emo ions wi hin he episodes in o one o six ca ego ies in line wi h he
alence-a ousal amewo k (Pek un e al. 2002): posi i e ac i a ing emo ions (including
en husiasm, p ide, hope and admi a ion), posi i e neu al emo ions (including sa is-
ac ion, app ecia ion and belonging), posi i e deac i a ing emo ions (including elie ),
nega i e ac i a ing emo ions (including ange , anxie y, shame and en y), nega i e neu-
al emo ions (including sadness) and nega i e deac i a ing emo ions (disappoin men ,
exhaus ion, loneliness and bo edom). The c i e ia o iden i ying he s uden eache ’s
academic emo ions we e as ollows: (1) he pa icipan s hemsel es had o explica e
he emo ion expe ienced in he episode, (2) i had o ha e alence and a ousal and
(3) i had o be p e iously iden i ied in he emo ion li e a u e. When iden i ying he
emo ions, he esea che s made ex ensi e use o he exis ing emo ion li e a u e.
(c) The emo ional pa e ns wi hin he episodes we e cons uc ed om hese six ca ego-
ies. This esul ed in i e pa e ns: he posi i e pa e n in ol ing only posi i e emo ions,
he nega i e pa e n in ol ing only nega i e emo ions, he ascending pa e n in ol ing
i s nega i e and hen posi i e emo ions, he descending pa e n in ol ing posi i e
emo ions a he beginning o he episode and nega i e emo ions a he end, and
he changing pa e n in ol ing bo h posi i e and nega i e emo ions in mixed o de .
(d) The emo ional pa e ns wi hin he episodes we e analysed in e ms o du a ion. This
esul ed in h ee ca ego ies including sho pa e ns (en ailing e en s ha anged om
sho encoun e s o a ew days), medium-leng h pa e ns (comp ising e en s du ing
one cou se o a aining pe iod ha usually las ed o se e al weeks) and long pa e ns
(including e en s ha las ed o mo e han one pe iod o se e al academic yea s).
(e) Finally, we analysed he ac o s ha ini ia ed he emo ional pa e ns. This esul ed in
ou igge ca ego ies: social suppo , expec ancy alue, pe sonal accomplishmen and
p oblem-sol ing. We analysed he p ima y igge o each pa e n.
Resea che -in es iga o iangula ion was u ilised in de eloping he in e iew p o ocol
(Denzin 1970, 2010). The esea ch g oup alida ed he ca ego ies esul ing om he con en
analysis a he end o each analy ical phase (Miles and Hube man 1994). In he ew cases
whe e he e was disag eemen a consensus on he inal ca ego isa ion was eached in dis-
cussions among he esea che s. In addi ion, 20% o he da a was subjec ed o an independ-
en pa allel analysis. The independen pa allel analysis was based on he classi ica ion c i e ia.
A i s , he second analys iden i ied all emo ions and emo ional pa e ns om he da a by
u ilising he p e-de e mined c i e ia desc ibed abo e. Also, he leng hs and igge s o he
emo ional pa e ns we e independen ly classi ied by he second esea che acco ding o
his p ocedu e. The in e - a e ag eemen was 90%.
5. Resul s
5.1. S uden eache s’ emo ional pa e ns
The analyses e ealed i e di e en emo ional pa e ns among he s uden eache s’ emo-
ionally loaded expe iences: posi i e, nega i e, ascending, descending and changing (see
Figu e 2). These pa e ns cons i u ed a minimum o 2 and a maximum o 15 emo ions, he
a e age being 4. Cha ac e is ic o he posi i e pa e n was ha all he emo ions h oughou
Downloaded by [Tampe e Uni e si y] a 02:55 29 Augus 2017
454 H. ANTTILA ET AL.
he episode had a posi i e alence. Mo i a ionally oned emo ions such as en husiasm and
in e es ypically domina ed hese pa e ns. Mos o he posi i e pa e ns en ailed equen
expe iences o en husiasm, al hough o he combina ions o posi i e emo ions we e also
de ec ed. Posi i e pa e ns esul ed om engaging in academic ac i i ies such as s udy
success, de eloping new skills and knowledge, and acqui ing a sense o belonging o he
p o essional communi y du ing he eaching p ac ice. Bo h pee s and eache educa o s
seemed o ha e a g ea impac on s uden eache s’ posi i e pa e ns.
The ma hs cou se was amazing… an amazing cou se and i s o all I ha e o say ha he eache
educa o was a e y inspi ing eache and a good example o how someone who is eally in e -
es ed in he subjec can make us en husias ic as well […] And I jus hope ha I could be he same,
ha I could ge my s uden s o be en husias ic abou lea ning. (Posi i e pa e n: en husiasm,
admi a ion, en husiasm, hope) (Pa icipan 1)
A ypical cha ac e is ic o he nega i e pa e n was ha he nega i e emo ions changed
h oughou he episodes. Al hough he alence o he emo ion emained nega i e, he
ac i a ion le el ended o a y be ween ac i a ing and deac i a ing. Unlike he posi i e
pa e n, he nega i e one did no ha e a single dominan emo ion. Nega i e pa e ns o en
eme ged om ic ion be ween he s uden s and hei lea ning en i onmen . Such ic ion
appea ed, o ins ance, when a s uden was disengaged om lea ning, los his o he in e es
in s udies o el ha he eache educa o s did no p o ide adequa e suppo . This o en
esul ed in eelings o inadequacy, disappoin men , us a ion, bo edom o exhaus ion wi h
espec o he pedagogy applied. Mo eo e , nega i e pa e ns we e ound whe e s uden
eache s simply ied o cope wi h hei s udies, which hen led o exhaus ion.
The whole yea was qui e bo ing, because I jus did all hese cou ses ha I should ha e done
in p e ious yea s bu I did hem la e his yea and i was kind o su ace lea ning and I was so
exhaus ed. (Nega i e pa e n: bo edom, exhaus ion) (Pa icipan 6)
Fu he in es iga ion showed h ee pa e ns in which he alence o he emo ions a ied.
In he ascending pa e n he emo ions changed om nega i e o posi i e du ing he episode.
Ascending pa e ns equen ly appea ed in lea ning si ua ions whe e he ask is i s seen
as ei he o e whelmingly di icul o useless, bu h ough ha d wo k was comple ed suc-
cess ully in he end. Fu he mo e, s uden s es ima ed hei abili ies as insu icien in he ace
o he challenge he ask p esen ed. Fo ins ance, one s uden eache i s desc ibed anxie y
caused by p oblems in w i ing he Mas e ’s hesis, bu a e o e coming hem expe ienced
Posi i e pa e n
( )
Nega i e pa e n
( )
Ascending pa e n
( )
Descending
pa e n ( )
Changing pa e n
( )
Figu e 2.Emo ional pa e ns.
Downloaded by [Tampe e Uni e si y] a 02:55 29 Augus 2017
EUROPEAN JOURNAL OF TEACHER EDUCATION 455
p ide. Ano he s uden had di icul ies in coping wi h eache s udies and he demands o
eaching bu a e comple ing he asks expe ienced p ide and en husiasm abou
eaching.
Some imes I ge he eeling ha oh no, wha was I hinking, ha eaching is he same as i has
always been and I migh no be able o cope and handle i bu hen la e I hink again, ha I
can do his and ha I eally like eaching. (Ascending pa e n: anxie y, p ide and en husiasm)
(Pa icipan 16)
In he descending pa e n, on he o he hand, he emo ions changed om posi i e o
nega i e du ing he episode. The pa e n cha ac e is ically en ailed ei he one o se e al
posi i e emo ions a he beginning o he episode ha hen u ned nega i e owa ds he
end o i . Typically, s uden s expe ienced mo i a ionally oned posi i e emo ions (e.g. en hu-
siasm) a he beginning o he episode, due o hei p io expe iences. Hence, hei expec-
a ions we e high. The nega i e emo ion eme ged la e in he episode when hese
expec a ions we e no me .
I you hink abou he i s s udy yea , my mo i a ion i s inc eased and hen d opped, i was
like I eally enjoyed he au umn bu hen a e he i s e m he s udies s a ed o bo e me.
(Descending pa e n: en husiasm, bo edom) (Pa icipan 6)
The changing pa e n also ea u ed bo h posi i e and nega i e emo ions, which ypically
al e ed back and o h be ween he wo du ing he episode. Some episodes, o example,
comp ised mainly posi i e emo ions wi h only one nega i e one in he middle, whe eas
o he s ea u ed many nega i e emo ions wi h only one o wo posi i e ones in he middle.
Mo eo e , he e we e also pa e ns whe e he alence o he emo ion changed om one
emo ion o he nex du ing he episode. Finally, some pa e ns began posi i ely bu ended
nega i ely, and ice e sa. The di e ence he e om he ascending and descending pa e ns
was ha he e we e also o he changes be ween he beginning and he end.
And hen he e was he physical educa ion cou se. I liked i a lo […] so I ook bo h o he physical
educa ion cou ses […] and hey we e eally ins uc i e and especially when we had o go o he
schools and gi e a class. Fi s i was ho ible, e en hinking abou i . Bu hen i became eally
un and i el like wow I’m becoming a eache and I’m going o do e e y hing un wi h hem
(pupils) and my kids won’ ha e any auma ic memo ies abou PE classes. (Changing pa e n:
en husiasm, anxie y and en husiasm) (Pa icipan 14)
As Figu e 2 shows, he mos equen ly epo ed pa e ns we e posi i e ( = 110), ollowed
by changing ( = 106). In addi ion, he e we e 39 nega i e, 42 ascending and 37 descending
pa e ns.
5.2. Va ia ions o du a ion in s uden eache s’ emo ional pa e ns
The emo ional pa e ns a ied in du a ion om a sho encoun e be ween pee s o wi h a
lec u e , h ough medium-leng h pe iods co e ing a whole cou se o aining pe iod, o e en
longe pe iods such as h oughou he p ocess o w i ing a Mas e ’s hesis o o a whole
academic yea . The mos ypical pa e ns we e medium-leng h ( = 156), ypically las ing
se e al weeks, ollowed by sho ( = 102) and long ( = 78) episodes (see Figu e 3). All i e
pa e ns (posi i e, nega i e, ascending, descending and changing) we e expe ienced in long,
medium-leng h and sho imescales. Mo eo e , he numbe o long, medium-leng h and
sho emo ional pa e ns was almos he same, i.e. hey we e e enly dis ibu ed ega dless
o he leng h o he episode.
Downloaded by [Tampe e Uni e si y] a 02:55 29 Augus 2017
462 H. ANTTILA ET AL.
Janne Pie a inen is a p o esso o eache educa ion in he School o Applied Educa ional Science and
Teache Educa ion, Uni e si y o Eas e n Finland and an adjunc p o esso in he Uni e si y o Tampe e.
His esea ch in e es s include educa ional ansi ions, pupils and eache s lea ning and well-being in
he con ex o sus ainable school de elopmen .
Re e ences
Ahonen, E., K. Pyhäl ö, J. Pie a inen, and T. Soini. 2015. “Becoming a Teache – S uden Teache s’ Key
Lea ning Expe iences.” In e na ional Jou nal o Highe Educa ion 4 (1): 151–165.
An ila, H., K. Pyhäl ö, T. Soini, and P. Pie a inen. 2016. “How Does I Feel o Become a Teache ? Emo ions
in Teache Educa ion.” Social Psychology o Educa ion 19 (3): 451–473.
A e ill, J.R. 1980. “A Cons uc i is View o Emo ions.” In Emo ions: Theo y Resea ch and Expe ience, edi ed
by R. Plu chik and H. Kelle man, 305–339. New Yo k: Academic P ess.
Bahia, S., I. F ei e, A. Ama al, and M.T. Es ela. 2013. “The Emo ional Dimension o Teaching in a G oup
o Po uguese Teache s.” Teache s and Teaching: Theo y and P ac ice 19 (3): 275–292.
Ba e , L.F., and J.A. Russell. 1998. “Independence and Bipola i y in he S uc u e o Cu en A ec .”
Jou nal o Pe sonali y and Social Psychology 74: 967–984.
Becke , E.S., T. Goe z, V. Mo ge , and J. Ranellucci. 2014. “The Impo ance o Teache s’ Emo ions and
Ins uc ional Beha io o Thei S uden s’ Emo ions – An Expe ience Sampling Analysis.” Teaching
and Teache Educa ion 43: 15–26.
Bloom ield, D. 2010. “Emo ions and ‘Ge ing By’: A P e-se ice Teache Na iga ing P o essional
Expe ience.” Asia-Paci ic Jou nal o Teache Educa ion 38 (3): 211–234.
B ans, K., I. Van Mechelen, B. Rimé, and P. Ve duyn. 2013. “The Rela ion be ween Social Sha ing and he
Du a ion o Emo ional Expe ience.” Cogni ion and Emo ion 27 (6): 1023–1041.
Cai es, S., and L. S. Almeida. 2007. “Posi i e Aspec s o he Teache T aining Supe ision: The S uden
Teache s’ Pe spec i e.” Eu opean Jou nal o Psychology o Educa ion 22 (4): 515–528.
Chambe lain, G.P. 2006. “Resea ching S a egy Fo ma ion P ocess: An Abduc i e Me hodology.” Quali y
and Quan i y 40 (2): 289–301.
Cox, J.W., and J. Hassa d. 2007. “Ties o he Pas in O ganiza ion Resea ch: A Compa a i e Analysis o
Re ospec i e Me hods.” O ganiza ion 14 (4): 475–497.
Denzin, N. 1970. The Resea ch Ac in Sociology. Chicago, IL: Aldine.
Denzin, N.K. 2010. “Momen s, Mixed Me hods and Pa adigm Dialogs.” Quali a i e Inqui y 16 (6): 419–427.
Do, S.L., and D.L. Schalle . 2004. “Emo ions and Class oom Talk: Towa d a Model o he Role o A ec in
S uden s’ Expe iences o Class oom Discussions.” Jou nal o Educa ional Psychology 96 (4): 619–634.
Elo, S., and H. Kyngäs. 2007. “The Quali a i e Con en Analysis P ocess.” Jou nal o Ad anced Nu sing
62 (1): 107–115.
E en, A. 2013. “Unco e ing he Links be ween P ospec i e Teache s’ Pe sonal Responsibili y, Academic
Op imism, Hope, and Emo ions abou Teaching.” Social Psychology o Educa ion 17: 73–104.
Finnish Ad iso y Boa d on Resea ch In eg i y. 2009. “E hical P inciples o Resea ch in he Humani ies
and Social and Beha iou al Sciences and P oposals o E hical Re iew [pd ]”. h p://www. enk. i/
si es/ enk. i/ iles/e hicalp inciples.pd
F ed ickson, B.L. 1998. “Wha Good a e Posi i e Emo ions?” Re iew o Gene al Psychology 2: 300–319.
Goe z, T., A.C. F enzel, N.C. Hall, U. Ne , R. Pek un, and A.A. Lipne ich. 2014. “Types o Bo edom: An
Expe ience Sampling App oach.” Mo i a ion and Emo ion 38 (3): 401–419.
Go an, L., and G. Negoescu. 2015. “Emo ions a Wo k. The Managemen o Emo ions in he Ac o
Teaching.” P ocedia – Social and Beha io al Sciences 180: 1605–1611.
G ube , J., I.B. Mauss, and M. Tami . 2011. “A Da k Side o Happiness? How, When, and Why Happiness
is No Always Good.” Pe spec i es on Psychological Science. 6 (3): 222–233.
Ha land, T. 2003. “Vygo sky’s Zone o P oximal De elopmen and P oblem-Based Lea ning: Linking
a Theo e ical Concep wi h P ac ice h ough Ac ion Resea ch.” Teaching in Highe Educa ion 8 (2):
263–272.
Hmelo-Sil e , C.E. 2004. “P oblem-Based Lea ning: Wha and How do S uden s Lea n?” Educa ional
Psychology Re iew 16 (3): 235–266.
Downloaded by [Tampe e Uni e si y] a 02:55 29 Augus 2017

EUROPEAN JOURNAL OF TEACHER EDUCATION 463
Iza d, C.E., B.P. Acke man, K.M. Scho , and S.E. Fine. 2000. “Sel -O ganiza ion o Disc e e Emo ions,
Emo ion Pa e ns, and Emo ion-Cogni ion Rela ions.” In Emo ion, De elopmen , and Sel -O ganiza ion,
edi ed by M.D. Lewis and I. G anic, 15–36. Camb idge: Camb idge Uni e si y P ess.
Iza d, C.E., and E.A. Youngs om. 1996. “The Ac i a ion and Regula ion o Fea and Anxie y.” In Pe spec i es
on Anxie y, Panic, and Fea , edi ed by B. B own, 1–57. Lincoln: Uni e si y o Neb aska P ess.
Janssen, F., E. de Hullu, and D. Tigelaa . 2008. “Posi i e Expe iences as Inpu o Re lec ion by S uden
Teache s.” Teache s and Teaching: Theo y and P ac ice 14 (2): 115–127.
Ke onen, E., and Lonka, K. 2012. “Do Si ua ional Academic Emo ions P edic Academic Ou comes in a
Lec u e Cou se?” P ocedia: Social and Beha io al Sciences 69: 1901–1910.
Kleine, M., T. Goe z, R. Pek un, and N. Hall. 2005. “The S uc u e o S uden s’ Emo ions Expe ienced
du ing a Ma hema ical Achie emen Tes .” Zen albla ü Didak ik de Ma hema ik 37: 221–225.
K ok o s, L., H. Kynäslah i, K. S enbe g, A. Toom, K. Maa anen, R. Jy hämä, R. Byman, and P. Kansanen.
2011. “In es iga ing Finnish Teache Educa o s’ Views on Resea ch-Based Teache Educa ion.”
Teaching Educa ion 22 (1): 1–13.
Linnenb ink, E. A. 2007. “The Role o A ec in S uden Lea ning: A Mul i-dimensional App oach o
Conside ing he In e ac ion o A ec , Mo i a ion, and Engagemen .” In Emo ion in educa ion, edi ed
by P. Schu z and R. Pek un. San Diego, CA: Academic P ess.
Li manen, T., K. Lonka, M. Inkinen, L. Lipponen, and K. Hakka ainen. 2012. “Cap u ing Teache
S uden s’ Emo ional Expe iences in Con ex : Does Inqui y-Based Lea ning Make a Di e ence?”
Ins uc ional Science 40 (6): 1083–1101.
Malde ez, A., A.J. Hobson, L. T acey, and K. Ke . 2007. “Becoming a S uden Teache : Co e Fea u es o
he Expe ience.” Eu opean Jou nal o Teache Educa ion 30 (3): 225–248.
Miles, M.B., and A.M. Hube man. 1994. Quali a i e Da a Analysis. Newbu y Pa k, CA: Sage.
Pek un, R., T. Goe z, W. Ti z, and R. Pe y. 2002. “Academic Emo ions in S uden s’ Sel -Regula ed Lea ning
and Achie emen : A P og am o Quali a i e and Quan i a i e Resea ch.” Educa ional Psychologis
37 (2): 91–105.
Pek un, R. 2006. “The Con ol-Value Theo y o Achie emen Emo ions: Assump ions, Co olla ies, and
Implica ions o Educa ional Resea ch and P ac ice.” Educa ional Psychology Re iew 18 (4): 315–341.
Pek un, R., and L. Linnenb ink-Ga cia. 2014. “Conclusions and Fu u e Di ec ions.” In In e na ional
Handbook o Emo ions in Educa ion, edi ed by R. Pek un and L. Linnenb ink-Ga cia, 659–675. New
Yo k: Rou ledge.
Poulou, M. 2007. “S uden Teache s’ Conce ns abou Teaching P ac ice.” Eu opean Jou nal o Teache
Educa ion 30 (1): 91–110.
Rowe, A.D., J. Fi ness, and L.N. Wood. 2015. “Uni e si y S uden and Lec u e Pe cep ions o Posi i e
Emo ions in Lea ning.” In e na ional Jou nal o Quali a i e S udies in Educa ion 28 (1): 1–20.
Schu z, P., J. Hong, D. C oss, and J. Osbon. 2006. “Re lec ions on In es iga ing Emo ion in Educa ional
Ac i i y Se ings.” Educa ional Psychology Re iew 18: 343–360.
Soini, T., K. Pyhäl ö, and J. Pie a inen. 2010. “Pedagogical Well-Being: Re lec ing Lea ning and Well-Being
in Teache s’ Wo k.” Teaching and Teache s: Theo y and P ac ice 16: 735–751.
Sonnemans, J., and N.H. F ijda. 1994. “The S uc u e o Subjec i e Emo ional In ensi y.” Cogni ion &
Emo ion 8 (4): 329–350.
S a is ics Finland. 2011. “S a is ics o Uni e si y Educa ion.” h ps://193.166.171.75/da abase/S a Fin/
kou/yop/yop_ i.asp
S oebe , J., and D. Renne . 2008. “Pe ec ionism in School Teache s: Rela ions wi h S ess App aisals,
Coping S yles, and Bu nou .” Anxie y, S ess & Coping: An In e na ional Jou nal 21 (1): 37–53.
Tami , M. 2009. “Wha Do People Wan o Feel and Why? Pleasu e and U ili y in Emo ion Regula ion.”
A Jou nal Associa ion o Psychological Science 18 (2): 101–105.
Timoš šuk, I., and A. Ugas e. 2012. “The Role o Emo ions in S uden Teache s’ P o essional Iden i y.”
Eu opean Jou nal o Teache Educa ion 35 (4): 421–433.
Uni e si y o Helsinki. 2013. “The Numbe o Applican s o he Facul y o Beha io al Sciences 2013
[Pd ].” h ps://www.helsinki. i/beha / alinna / ilas o /hakijamaa a _2013.pd
Väisänen, S., J. Pie a inen, K. Pyhäl ö, A. Toom, and T. Soini. 2017. “Social Suppo as a Con ibu o o
S uden Teache s’ Expe ienced Well-Being.” Resea ch Pape s in Educa ion 32 (1): 41–55.
Downloaded by [Tampe e Uni e si y] a 02:55 29 Augus 2017
464 H. ANTTILA ET AL.
Ve duyn, P., E. Del aux, H. Van Coillie, F. Tue linckx, and I. Van Mechelen. 2009. “P edic ing he Du a ion
o Emo ional Expe ience: Two Expe ience Sampling S udies.” Emo ion 9: 83–91.
Ve duyn, P., I. Van Mechelen, and F. Tue linckx. 2011. “The Rela ion be ween E en P ocessing and he
Du a ion o Emo ional Expe ience.” Emo ion 11 (1): 20–28.
Vygo sky, L.S. 1978. Minds and Socie y; he De elopmen o Highe Psychological P ocesses. Camb idge,
MA: Ha a d Uni e si y P ess.
Yeung, K.E., and D. Wa kins. 2000. “Hong Kong S uden Teache s’ Pe sonal Cons uc ion o Teaching
E icacy.” Educa ional Psychology 20: 213–235.
Downloaded by [Tampe e Uni e si y] a 02:55 29 Augus 2017