Theme: Educational success
Sunday, Sep 27 2020
Children need to get bored and not be stressed
Original posted by Maria Josep Guillem
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Scientific Articles
- Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child development, 88(5), 1653-1670. https://doi.org/10.1111/cdev.12704
- Racionero-Plaza, S. ., Flecha, R., Carbonell, S. ., & Rodríguez-Oramas, A. (2023). Neuroedumyhts: A Contribution from Socioneuroscience to the Right to Education for All. Qualitative Research in Education, 12(1), 1–24. https://doi.org/10.17583/qre.10795
- Hedrick, A., Haden, C., & Ornstein, P. (2009).Elaborative Talk During and After an Event: Conversational Style Influences Children’s Memory Reports. Journal of Cognition and Development, 10(3), 188-209. https://doi.org/10.1080/15248370903155841
Explanation of the Post
Some people say that “Children need time to get bored, do less extracurricular activities so they don’t get overworked.”. However, that is a hoax.
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A longitudinal study with school children from 5 to 9 grade in Germany, showed that emotions affect academic achievement. Thus, ‘adolescents’ math-related positive emotions (enjoyment and pride) positively predicted their subsequent end-of-the-year math grades, and grades, in turn, positively predicted the development of positive emotions. Math-related negative emotions (anger, anxiety, shame, boredom, and
hopelessness) were negative predictors of subsequent math grades, and grades, in turn, were a negative predictor for the development of negative emotions’. (Source: https://wiley.altmetric.com/details/16219450)
Kandel, E., Schwartz, J., Jessell, T., Siegelbaum, S., & Hudspeth, A. (2013). Principles of Neural Science. Fifth Edition. Appleton & Lange.
Racionero-Plaza, S. ., Flecha, R., Carbonell, S. ., & Rodríguez-Oramas, A. (2023). Neuroedumyhts: A Contribution from Socioneuroscience to the Right to Education for All. Qualitative Research in Education, 12(1), 1–24. https://doi.org/10.17583/qre.10795
Hedrick, A., Haden, C., & Ornstein, P. (2009).Elaborative Talk During and After an Event: Conversational Style Influences Children’s Memory Reports. Journal of Cognition and Development, 10(3), 188-209, https://doi.org/10.1080/15248370903155841