Facilitators and Inhibitors of Positive School Feelings: An Exploratory Study

This paper brings together the educational psychology and place experience literatures to explore 8 children's experiences of school behavior settings. Within this framework, the goal is to think of school as a place comprised of multiple behavior settings, disentangle behavior and engagement,...

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Bibliographic Details
Published in:American journal of community psychology 2004-09, Vol.34 (1-2), p.111-127
Main Author: Langhout, Regina Day
Format: Article
Language:English
Subjects:
Adolescent
Affect
Attitude
Behavior
Biological and medical sciences
Child
Child psychology
children's school experiences
Classroom behaviour
Education
Educational psychology
Engagement
Environment
Female
Fundamental and applied biological sciences. Psychology
Humans
Identity formation
Male
Negative experiences
Psychology of place
Psychology, Educational - methods
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
school interventions
Schools
Social Behavior
Social justice
Students
Students - psychology
USA
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Summary:This paper brings together the educational psychology and place experience literatures to explore 8 children's experiences of school behavior settings. Within this framework, the goal is to think of school as a place comprised of multiple behavior settings, disentangle behavior and engagement, and problematize the construct of engagement. Results indicate that children liked places where the physical space was open, and they had some autonomy, independence, choice, opportunities for leadership, and social support. Conversely, they disliked places that were physically chaotic, where they perceived an abuse of power, and that inhibited choice, independence, and autonomy. Finally, children engaged their disliked places by attempting to personalize these spaces to bring in other parts of their identities. Implications include creating behavior settings that lead to positive experiences, attending to social justice, and the use of project‐based pedagogies.
ISSN:0091-0562
1573-2770
DOI:10.1023/B:AJCP.0000040150.95454.fa