Typology of Students' Affective Problems in Facing the Curriculum Based on Teachers' Point of View

Document Type : Research Paper

Author

shahid madani azarbaijan university

Abstract

This study aimed to examine the emotional barriers and challenges faced by sixth-grade elementary students in dealing with the curriculum, focusing on teachers’ perspectives. The research employed a qualitative approach using grounded theory with the systematic method of Strauss and Corbin. Participants were sixth-grade teachers from the cities of Mohajeran and Arak, with a total population of 669 teachers according to official records. The sample was selected using criterion-based purposive sampling, and the process of selection and interviews continued until theoretical saturation was reached. Data were collected through semi-structured interviews. After interviewing the 19th participant, data saturation was achieved, and no new codes emerged from the 20th participant. Data analysis was conducted following the Strauss and Corbin method. During open coding, 59 initial concepts were extracted from the interviews. In axial coding, these concepts were grouped into 3 categories related to factors influencing the emergence of emotional challenges and 8 categories related to the barriers and emotional problems themselves. Finally, the study proposed and introduced a typology of the emotional problems experienced by sixth-grade students in relation to the curriculum. According to the findings, individual and educational factors were identified as causal conditions, family and social factors as contextual conditions, and peer-related and school-related consequences as intervening conditions.

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