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Emotional states during learning situations and students' self-regulation : process-oriented analysis of person-situation interactions in the vocational classroom

Emotional states during learning situations and students' self-regulation : process-oriented analysis of person-situation interactions in the vocational classroom

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KÄRNER, Tobias, Kristina KÖGLER, 2016. Emotional states during learning situations and students' self-regulation : process-oriented analysis of person-situation interactions in the vocational classroom. In: Empirical Research in Vocational Education and Training. 8, 12. ISSN 1877-6337. eISSN 1877-6345. Available under: doi: 10.1186/s40461-016-0038-8

@article{Karner2016-12Emoti-40320, title={Emotional states during learning situations and students' self-regulation : process-oriented analysis of person-situation interactions in the vocational classroom}, year={2016}, doi={10.1186/s40461-016-0038-8}, volume={8}, issn={1877-6337}, journal={Empirical Research in Vocational Education and Training}, author={Kärner, Tobias and Kögler, Kristina}, note={Article Number: 12} }

Kögler, Kristina Background<br />In reference to the interactionist paradigm, we analyse how students’ emotional states during class are affected by student’ self-regulation, by time-varying characteristics within learning situations, and by the interaction of self-regulation abilities and learning situations during class.<br /><br />Methods<br />We refer to existing empirical research on teaching and learning processes in vocational education and report findings from a process-oriented video study in naturalistic settings that was realised at a German vocational school. Altogether, 92 students were investigated during 1440 min of instruction by use of videography and continuous-state-sampling method (CSSM). The frequency of repeated measurement was 7 min, with 46–51 measures per student.<br /><br />Results<br />Via latent class analysis, we first identified two types of students who differ in their self-regulation abilities. Then, a multilevel analysis revealed that students’ self-regulation affects students’ emotional states. In addition, we found that emotional states tend to be affected by the interaction of self-regulation and learning situations within lessons (but that’s just a sample-related and non-significant effect).<br /><br />Conclusions<br />In view of a holistic understanding of teaching and learning processes in vocational education, a deeper knowledge surrounding the interdependencies between personality characteristics, emotional states, and learning situations seems to be essential for an evidence-based design for teaching and learning environments in vocational education and training. 2016-12 2017-10-12T09:53:54Z Kögler, Kristina 2017-10-12T09:53:54Z eng Emotional states during learning situations and students' self-regulation : process-oriented analysis of person-situation interactions in the vocational classroom Kärner, Tobias Kärner, Tobias

Dateiabrufe seit 12.10.2017 (Informationen über die Zugriffsstatistik)

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