Caught in a loop? Investigating the interplay between time and emotions for university students
Bibliographic record
Abstract
This article explores the significant yet under-researched relationship between students’ experiences of time and their emotions during university studies. We frame our study through two existing theoretical concepts of time, that of timescapes and time-as-affect, to illuminate the subjective, contextual nature of time and how students’ experiences of time can produce strong emotions, permeating both their memories and future behaviour towards their studies. We adopted a narrative analysis approach to the qualitative data of three Australian undergraduate equity students, collected via in-depth longitudinal interviews and relating to their university experiences, to produce a series of ‘explanatory stories’. These stories highlight the interplay between students’ experiences and emotions of time showcasing how these can form a loop, which may lead to temporal inequities. Ultimately, we argue for greater recognition of the entangled relationship between students’ time and emotions, as we set a path for this critical area of future research.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.016 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.010 |
| Scholarly communication | 0.011 | 0.007 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".