Examining Young Learners’ Emotions and How They Relate to Cognition and Learning
Notice bibliographique
Résumé
Since the mid-2000s, researchers have embraced a dynamic and multidimensional view of learners, where their cognitive, social, and emotional processes are considered, in addition to their background and experiences that they bring to learning. Together these factors influence students in complex and multifaceted ways, and while tackling all of these interrelated components is impossible, in-depth analyses of contributing factors help elucidate their unique influence. The current study more specifically examines emotion in education. Research on emotion has traditionally focused on anxiety associated with test performance; however, the construct of emotion is multidimensional and developmentally sensitive. There is a dearth of research on the impact of emotion among young learners’, particularly regarding associations within the domains of language and literacy. The present study examined the relationship between task types and young learners’ emotional experience during task performance, examined whether this relationship is further differentiated by the learners’ background characteristics, and further considered the temporality of emotion over time across learning tasks. Students engaged in a comprehensive, multi-task, online learning-oriented assessment platform, Speak and Solve (SnS), targeting oral language and cognition. Multi-channel methods of self-reported emotion and behaviour observation data were used to examine the role of affect in cognitive and linguistic processing for 154 grade 4-6 students engaged in SnS. More specifically, the study utilized latent class analysis, multinomial logistic regression, and latent transition analysis to understand what emotional characteristics are associated with different tasks, what predictive factors (demographic, performance measures) are associated with emotion classes, and the stability of emotion trajectories across tasks. Findings highlight the integrated role that emotions play in young learners’ educational experiences. Additionally, results suggest that while most students’ anxiety peaked prior to and at the beginning of the platform, students that were language learners had anxiety that persisted across tasks. Furthermore, student’s motivational learning orientation appeared to play an important role in emotions experienced during SnS. Findings are contextualized and interpreted using the Control-value theory of achievement emotions.
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Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
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