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dc.contributor.authorChristie, Hazel
dc.contributor.authorTett, Lyn
dc.contributor.authorCree, Vivienne E
dc.contributor.authorHounsell, Jenny
dc.contributor.authorMcCune, Velda
dc.date.accessioned2007-08-20T10:20:29Z
dc.date.available2007-08-20T10:20:29Z
dc.date.issued2007
dc.identifier.urihttp://hdl.handle.net/1842/1891
dc.description.abstractAccounts of emotion and affect have recently gained popularity in studies of learning. This paper draws on qualitative research with a group of non-traditional students entering an elite university in the UK to illustrate how being and becoming a university student is an intrinsically emotional process. It argues that feelings of loss and dis-location are inherent to the students' experiences of entering university, and that 'coming to know' a new community of practice is an emotional process that can incorporate feelings of alienation and exclusion, as well as of excitement and exhilaration. A broader understanding of how students learn then depends not just upon the individual's emotional commitment to developing a new learning identity but on the emotional interaction between the student and the learning environment of the university.en
dc.format.extent181895 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoenen
dc.publisherInstitute of Geography. The School of Geosciences.The University of Edinburghen
dc.relation.ispartofseriesInstitute of Geography Online Paper Seriesen
dc.relation.ispartofseriesGEO-033en
dc.subjectGeographyen
dc.subjectInstitute of Geography Online Papers Series (2005-2008)en
dc.title‘A real rollercoaster of confidence and emotions': learning to be a university studenten
dc.typeArticleen


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