Analyzing How Emotion Awareness Influences Students' Motivation, Engagement, Self-Regulation and Learning Outcome

Autor/inn/en	Arguedas, Marta; Daradoumis, Thanasis; Xhafa, Fatos
Titel	Analyzing How Emotion Awareness Influences Students' Motivation, Engagement, Self-Regulation and Learning Outcome
Quelle	In: Educational Technology & Society, 19 (2016) 2, S.87-103 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Student Motivation; Emotional Response; Self Concept; Consciousness Raising; Blended Learning; Cooperative Learning; Teacher Competencies; Affective Behavior; Quasiexperimental Design; High School Students; Academic Achievement; Learner Engagement; Self Control; Teacher Effectiveness; Student Attitudes; Teacher Attitudes; Cognitive Processes; Computer Science Education; Experimental Groups; Control Groups; Questionnaires; Cognitive Style; Discourse Analysis; Case Studies; Likert Scales; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Schulische Motivation; Emotionales Verhalten; Selbstkonzept; Bewusstseinsbildung; Kooperatives Lernen; Lehrkunst; Affective disturbance; Active behaviour; Affektive Störung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Selbstbeherrschung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schülerverhalten; Lehrerverhalten; Cognitive process; Kognitiver Prozess; Computer science lessons; Informatikunterricht; Fragebogen; Cognitive styles; Kognitiver Stil; Diskursanalyse; Case study; Fallstudie; Case Study; Likert-Skala; Qualitative Forschung; Statistische Analyse
Abstract	Considering social and emotional competence in learning, "emotion awareness" aims to detect the emotions that students show during their learning interactions and make these emotions explicit to them. Being aware of their emotions, students become more conscious of their situation, what may prompt them to behavioral change. The main goal of this work is to analyze the effects of emotion awareness, supported by specific teaching strategies, on students' motivation, engagement, self-regulation and learning outcome in long-term blended collaborative learning practices. A bilateral goal also involves an initial study that explores the way emotion awareness affects teacher's attitude and feedback as well as the competencies that teachers need to have in order to achieve a positive change on students' affective and cognitive state. To this end a quasi-experimental study was designed with high school students. The results of this study show that when students are aware of their emotions and guided by specific teaching strategies, their learning performance improves in relation to their motivation, engagement and self-regulation. Likewise, when teachers are conscious of students' emotional state their attitude and feedback become more effective and timely. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01