A Multi-Componential Methodology for Exploring Emotions in Learning: Using Self-Reports, Behaviour Registration, and Physiological Indicators as Complementary Data

Autor/inn/en	Eteläpeltoa, Anneli; Kykyri, Virpi-Liisa; Penttonen, Markku; Hökkä, Päivi; Paloniemi, Susanna; Vähäsantanen, Katja; Eteläpelto, Tuomas; Lappalainen, Vesa
Titel	A Multi-Componential Methodology for Exploring Emotions in Learning: Using Self-Reports, Behaviour Registration, and Physiological Indicators as Complementary Data
Quelle	In: Frontline Learning Research, 6 (2018) 3, S.6-36 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2295-3159
Schlagwörter	Emotional Response; Learning Processes; Professional Development; Measurement Techniques; Video Technology; Physiology; Nonverbal Communication; Recall (Psychology); Computer Assisted Testing; Emotional Experience; Reflection; Eye Movements; College Faculty; Foreign Countries; Computer Software; Case Studies; Behavior Patterns; Finland + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Learning process; Lernprozess; Messtechnik; Physiologie; Non-verbal communication; Nonverbale Kommunikation; Abberufung; Augenbewegung; Fakultät; Ausland; Case study; Fallstudie; Case Study; Finnland
Abstract	Studies on emotions in learning are often based on interviews conducted after the learning. These do not capture the multi-componential nature of emotions, nor how emotions are related to the processes of learning. We see emotions as dimensional, multi-componential responses to personally meaningful events and situations. In this methodologically advanced pilot study we developed a multi-componential methodology, capable of providing complementary information on emotions in professional learning. For this purpose, we used a within-subject design applied to a single individual, with a focus on emotions during professional learning. Within a laboratory setting, the subject was shown personally meaningful video extracts from a learning situation in which she had previously participated. The data were gathered through (i) self-reports of emotions via the Emotion Circle (EC) online assessment tool, (ii) measures of autonomic nervous system (ANS) activity obtained via Electrodermal Activity (EDA) and Heart Rate Variability (HRV), (iii) behavioural registration of facial expression and gaze, and (iv) the Stimulated Recall Interview (SRI). Self-reports of emotions via EC, and also the emotion-driven SRI, were found to be productive, not only in detailing and explaining emotions experienced during the viewing of the videos, but also in bringing about reflective learning and novel insights. EDA and HRV provided complementary information on the subject's ANS activity during the learning process. We present conclusions and future challenges in applying a multi-componential methodology to research emotions within professional learning. (As Provided).
Anmerkungen	European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01