Towards emotion awareness tools to support emotion and appraisal regulation in academic contexts

This paper studies learners’ emotion awareness in university level academic contexts as a first step to help learners regulate their emotions. Existing emotion awareness tools offer little information on learners’ emotions and their antecedents. This study created an emotion-reporting grid for unive...

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Bibliographic Details
Published in:Educational technology research and development 2020-02, Vol.68 (1), p.269-292
Main Authors: Lavoué, Elise, Kazemitabar, Maedeh, Doleck, Tenzin, Lajoie, Susanne P., Carrillo, Rubiela, Molinari, Gaëlle
Format: Article
Language:English
Subjects:
Academic Achievement
Attribution Theory
College Students
Computer Science
Education
Educational Strategies
Educational Technology
Emotions
Learning and Instruction
Learning Strategies
Metacognition
Research Article
Self Concept
Self Control
Student Attitudes
Teaching Methods
Technology for Human Learning
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Summary:This paper studies learners’ emotion awareness in university level academic contexts as a first step to help learners regulate their emotions. Existing emotion awareness tools offer little information on learners’ emotions and their antecedents. This study created an emotion-reporting grid for university students based on the emotions they experienced daily. Students were interviewed based on their self-reported grid. A quantitative descriptive analysis of these retrospective interviews was conducted based on Pekrun’s control-value theory of achievement emotions. Student transcripts were analyzed based on the focus of their emotions (retrospective, activity, or prospective), the causes they attribute to their emotions (agent or external circumstances) and how they appraised the situation in which they experienced the emotions (value and control). We discuss the results with regard to the types of emotion-oriented and appraisal-oriented regulation strategies used in learning contexts and draw implications for the design of emotion awareness tools to support emotion regulation processes.
ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-019-09688-x