Social Emotions in Students’ Learning Behaviors

Abstract

The objectives of this research were. - 1) to study student learning behaviors related to social emotions, 2) to study the processes and types of social emotions related to student learning behaviors by using qualitative research methods, in-depth interviews and group
discussions. The target group was 32 undergraduate students, professionals and lecturers; obtained by purposive sampling. The research tools were in-depth interviews, group discussions, and content analysis. The fndings showed that social emotions influenced learning behavior, whereas learning behavior influenced social emotions, divided into 3 periods: 1) before school time, including attending class, and preparing before class. 2) during class time, namely taking notes during the lesson while the teacher is teaching, participating in class activities, presenting work in front of the class, asking for discussion, and doing exercises, and 3) after class
follow-up on the work received, assignments, lesson review, research for additional knowledge. The process of social emotions related to learning behavior consisted of situations involving other people, social rules, and norms, attention to targeted situations, situation assessment, and emotional expression. Social emotions in student learning were divided into two groups: self-conscious emotions including pride and embarrassment; moral emotions including shame, envy, gratitude, and empathy