Video blogging unveils co-occurrence of academic emotions and different learning situations

This study introduces instant video blogging (IVB) as an experience sampling method (ESM) to collect primary school students' reports about their academic emotions in learning situations. Twenty-four Finnish fourth grade students (aged 10-11 years) participated in 11 measurement situations that took place within varied learning situations and environments. Students reported on their activity, learning environment and emotions. The co-occurrence network analysis revealed that the 'non-autonomous situations' with mainly passivating and negative emotions occurred during lessons. In the 'structured activities' situations, students experienced both positive and negative activating academic emotions. The 'exceptional situations,' evoked positive and negative emotions. This information can be employed when considering the means to support students' positive learning-related emotions, educating future teachers and developing instructional methods.