“I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil

The COVID-19 pandemic has impacted society in different areas. In education, several reports show the deleterious effects of the disease on the physical and mental health of students, family members, and teachers around the world. Also, in Brazil, affect studies indicate the prevalence of anxiety, s...

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Autores principales:	Felipe Augusto de Mesquita Comelli, Michel da Costa, Elisabeth dos Santos Tavares
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2021
Materias:	affective field affective fatigue discursive textual analysis face-to-face class Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/cea277b1398748058a882dc12a0ee336
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spelling	oai:doaj.org-article:cea277b1398748058a882dc12a0ee3362021-11-24T22:29:45Z“I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil10.19173/irrodl.v23i1.58691492-3831https://doaj.org/article/cea277b1398748058a882dc12a0ee3362021-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/5869https://doaj.org/toc/1492-3831The COVID-19 pandemic has impacted society in different areas. In education, several reports show the deleterious effects of the disease on the physical and mental health of students, family members, and teachers around the world. Also, in Brazil, affect studies indicate the prevalence of anxiety, stress, and depression among students. The present research, of a qualitative nature, explores what it means, under the lens of affect and from the student’s perspective, to experience remote education during the COVID-19 pandemic. An online questionnaire of 41 closed- and open-ended questions was given to 363 students from a public school in southeastern Brazil. This article analyzes the affective fields that emerged from the discursive textual analysis of the students’ responses (n = 100). Four affective fields were categorized: friends, classes, home, and teachers; intersecting emotions, attitudes, values, beliefs, and motivation. In general, students expressed more negative than positive affect but a positive disposition toward face-to-face classes. Boys focused their affect more on classes, while girls on teachers. The affective fields allow us to consider the friends–home–teachers tripod as fundamental to overcoming the phenomenon of affective fatigue that has been identified. Felipe Augusto de Mesquita ComelliMichel da CostaElisabeth dos Santos TavaresAthabasca University Pressarticleaffective fieldaffective fatiguediscursive textual analysisface-to-face classSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 22, Iss 4 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	affective field affective fatigue discursive textual analysis face-to-face class Special aspects of education LC8-6691
spellingShingle	affective field affective fatigue discursive textual analysis face-to-face class Special aspects of education LC8-6691 Felipe Augusto de Mesquita Comelli Michel da Costa Elisabeth dos Santos Tavares “I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil
description	The COVID-19 pandemic has impacted society in different areas. In education, several reports show the deleterious effects of the disease on the physical and mental health of students, family members, and teachers around the world. Also, in Brazil, affect studies indicate the prevalence of anxiety, stress, and depression among students. The present research, of a qualitative nature, explores what it means, under the lens of affect and from the student’s perspective, to experience remote education during the COVID-19 pandemic. An online questionnaire of 41 closed- and open-ended questions was given to 363 students from a public school in southeastern Brazil. This article analyzes the affective fields that emerged from the discursive textual analysis of the students’ responses (n = 100). Four affective fields were categorized: friends, classes, home, and teachers; intersecting emotions, attitudes, values, beliefs, and motivation. In general, students expressed more negative than positive affect but a positive disposition toward face-to-face classes. Boys focused their affect more on classes, while girls on teachers. The affective fields allow us to consider the friends–home–teachers tripod as fundamental to overcoming the phenomenon of affective fatigue that has been identified.
format	article
author	Felipe Augusto de Mesquita Comelli Michel da Costa Elisabeth dos Santos Tavares
author_facet	Felipe Augusto de Mesquita Comelli Michel da Costa Elisabeth dos Santos Tavares
author_sort	Felipe Augusto de Mesquita Comelli
title	“I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil
title_short	“I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil
title_full	“I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil
title_fullStr	“I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil
title_full_unstemmed	“I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil
title_sort	“i don’t know if i can handle it all”: students’ affect during remote education in the covid-19 pandemic in brazil
publisher	Athabasca University Press
publishDate	2021
url	https://doaj.org/article/cea277b1398748058a882dc12a0ee336
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“I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil

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