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

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Design thinking activities helped students manage learning stress and improve academic emotions. The "Stress Relief Design" course fostered positive feelings like joy and relaxation, reducing anxiety.

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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.