Relationship between beliefs about collaboration and epistemic emotions in collaborative learning: An explorative study among secondary school students

Relationship between beliefs about collaboration and epistemic emotions in collaborative learning: An explorative study among secondary school students

Emotions in learning, teaching, and leadership: Asian perspectives

• Lee, Wing Sze Wincy The Education University of Hong Kong

• Chen, Junjun The Education University of Hong Kong
• King, Ronnel Bornasal University of Macau

London

Routledge

2021

• C 教學心理學
  • CB 學習心理
• A 人的成長與發展
  • AC 社化；自我概念；自尊、身份認同、感性、情緒、羣性與德性的發展

• Hong Kong

• 1997.7 onwards

• 中學教育

Lately, the topic of emotions in academic contexts has gained research attention, yet there has been relatively little exploration of how beliefs about collaboration contribute to students’ epistemic emotions. The objective of the present study was to examine this relationship in a Liberal Studies lesson. Forty-three Hong Kong secondary school students from two Liberal Studies classes participated in the study voluntarily. They completed instruments measuring their beliefs about collaboration and epistemic emotions (curiosity, confusion, anxiety) after they had completed a collaborative activity in the class. Path analysis showed a negative association between beliefs about collaboration and the two negative emotions (anxiety and confusion), yet a positive one with curiosity. These relationships were found to be consistent, as predicted by theory. Results of the study underscored the need to understand beliefs about collaboration and emotive variables and how these can be harnessed to promote positive learning outcomes. Copyright © 2021 selection and editorial matter, Junjun Chen and Ronnel B. King; individual chapters, the contributors.

• 英文

章節

• 0367374021
• 9780367374020

• 10.4324/9780429353581

https://bibliography.lib.eduhk.hk/tc/bibs/5ee13e15

2021-05-20