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

Kärner, Tobias; Kögler, Kristina

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

Dateien

Kaerner_1-b6c9946869a140fe4.pdfGröße: 1.51 MBDownloads: 738

Datum

2016

Autor:innen

Kärner, Tobias

Kögler, Kristina

Open Access-Veröffentlichung

Open Access Gold

Sammlungen

Wirtschaftswissenschaften

Publikationstyp

Zeitschriftenartikel

Publikationsstatus

Published

Erschienen in

Empirical Research in Vocational Education and Training. 2016, 8, 12. ISSN 1877-6337. eISSN 1877-6345. Available under: doi: 10.1186/s40461-016-0038-8

Zusammenfassung

Background
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.

Methods
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.

Results
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).

Conclusions
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.

Fachgebiet (DDC)

330 Wirtschaft

Schlagwörter

Emotional states, Self-regulation, Person-situation interaction, Experience-sampling, Multilevel analysis, Video study

Zitieren

ISO 690

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. 2016, 8, 12. ISSN 1877-6337. eISSN 1877-6345. Available under: doi: 10.1186/s40461-016-0038-8

BibTex

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

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