Abstract
Emotion researchers have grappled with challenging methodological issues in capturing emotions of participants in naturalistic settings such as school or university classrooms. Self-reporting methods have been used frequently, yet these methods are inadequate when used alone. We argue that the self-reporting methods of emotion diaries and cogenerative dialogues can be helpful in identifying in-the-moment emotions when used in conjunction with the microanalysis of video recordings of classroom events. We trace the evolution of our use of innovative self-reporting methods through three cases from our research projects, and propose new directions for our ongoing development and application of these methods in both school and university classrooms.
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Contract grant sponsor: Australian Research Council, Contract grant numbers: DP1210369 and LP110200368.
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Ritchie, S.M., Hudson, P., Bellocchi, A. et al. Evolution of self-reporting methods for identifying discrete emotions in science classrooms. Cult Stud of Sci Educ 11, 577–593 (2016). https://doi.org/10.1007/s11422-014-9607-y
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DOI: https://doi.org/10.1007/s11422-014-9607-y