Understanding and Supporting Socio-cognitive-emotional Dynamics in Knowledge Building Communities

Wellbeing is increasingly viewed as a key component of success in school, with research showing the many ways in which emotions and cognition interact. Positive emotions are generally beneficial for students’ learning; negative emotions can be beneficial or not, depending on self-regulation and learning strategies that play a mediating role. Knowledge Building is a pedagogical approach that emphasizes students taking higher levels of responsibility for bringing ideas they really care about to the community and collectively improving the ideas. An important and direct way for students to take responsibility is engaging in discourse about their discourse—metadiscourse—in which they collectively plan, monitor, regulate, and evaluate their progress. According to the control-value theory, students should experience higher levels of positive emotions in Knowledge Building because they have more control over learning and perceive the learning as more personally relevant. My thesis represents longitudinal design-based research in which young students take greater responsibility for their Knowledge Building. In Chapter 1, a literature review and outline of contributions to the field of the Learning Sciences is presented. In Chapter 2, instruments used to analyze students' emotions are presented, using multimodal data—including text, speech, gesture, and facial expressions recorded in classroom videos. In Chapter 3, design research to investigate how student engagement in metadiscourse influenced their emotions was conducted, and interrelationships between students’ emotions and idea improvement were explored. In Chapter 4, the co-development of students’ emotions and idea improvement over time was examined using Markov Chain analysis. Students expressed greater levels of enjoyment and surprise when engaged in metadiscourse. They liked metadiscourse, designing new work, and improving ideas; confidence was significantly positively associated with students’ explanations (partial and elaborated) and proposals for new directions for their research. Reflection led to greater levels of reflection. Overall, this thesis develops theoretical constructs that integrate Knowledge Building, metadiscourse, and the control-value theory for enhancing students’ productive Knowledge Building and emotional wellbeing.

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