Skolsky, Arthur Marshall2024-08-152024-08-1519961996https://hdl.handle.net/1828/19717This study described and analyzed the feelings of 3 female and 3 male young adolescents during their learning activities in a regular Grade 7 suburban classroom. Their mean age was 13.4. An Experience Sampling Method consisting of self reports was used to collect scores using 7 and 9 point scales of affect states, feelings of involvement, and the feeling of wishing to be doing something else, as the feelings were experienced. Sampling was done 7 times a day during class for one week. The results from 1680 responses were analyzed first as individual profiles. They showed the uniqueness of feelings for each adolescent during classroom learning activity. Four general themes emerged from the profiles. The nature of feelings of a young adolescent are complex. There is a .8 scale unit difference in feelings among females and males, with males having shown slightly more positive affect. On average, males scored 6.3 compared to 4.3 for females on a 9.0 point scale. Each adolescent interprets the meaning of feelings in his or her own way. Finally, feelings change in type and intensity as activities change and some can be predicted for that individual. On the basis of averaged scores, the suggested conclusions are that a young adolescent experiences more positive than negative feelings during regular class activity with degrees of intensity. Involvement varies greatly in each adolescent and seems to be associated with his or her temperament. The suburban adolescent seems content with classroom life. There is no evidence of students feeling better at certain times of the school day or week. The most students feeling better at certain times of the school day or week. The most negative or positive feelings of an adolescent are not associated with any particular subject, activity or process in the classroom.117 pagesAvailable to the World Wide WebThesis