Exploring Academic Emotions Using Design Thinking Applied to Elementary School Learning Stress Adaptation.

Area of Science:

• Educational Psychology
• Health Education
• Design Thinking Pedagogy

Background:

• Student learning stress adaptation is critical for academic success.
• Limited research exists on design thinking's role in stress adaptation and academic emotions.
• Developing effective interventions for student stress management is essential.

Purpose of the Study:

• To develop and evaluate "Stress Relief Design" instructional activities.
• To explore the impact of design thinking on students' academic emotions and stress levels.
• To investigate the suitability of design thinking for stress adaptation courses in elementary health education.

Main Methods:

• Mixed-method research design incorporating student academic emotion journals and a stress relief agreement survey.
• Ethically approved study involving 24 students aged 10-12 in a 5-day holiday workshop.
• Instructional activities comprised fifteen sessions delivered over five days.

Main Results:

• Students predominantly reported positive academic emotions, including joy, pride, hope, and relaxation.
• Negative emotions such as anxiety and boredom were reported less frequently.
• Participants indicated that the course effectively relieved their psychological stress.

Conclusions:

• Design thinking is a suitable pedagogical approach for stress adaptation courses.
• The "Stress Relief Design" activities created a supportive learning environment for academic emotions.
• This study contributes novel insights into applying design thinking in elementary health education for stress management.