Analyzing how emotion awareness influences students' motivation, engagement, self-regulation and learning outcome

Starting from Volume 17 Issue 4, all published articles of the Journal of Educational Technology & Society are available under Creative Commons CC-BY-ND-NC 3.0 license.Considering social and emotional competence in learning, emotion awareness aims to detect the emotions that students show during their learning interactions and make these emotions explicit to them. Being aware of their emotions, students become more conscious of their situation, what may prompt them to behavioral change. The main goal of this work is to analyze the effects of emotion awareness, supported by specific teaching strategies, on students’ motivation, engagement, self-regulation and learning outcome in long-term blended collaborative learning practices. A bilateral goal also involves an initial study that explores the way emotion awareness affects teacher’s attitude and feedback as well as the competencies that teachers need to have in order to achieve a positive change on students’ affective and cognitive state. To this end a quasi-experimental study was designed with high school students. The results of this study show that when students are aware of their emotions and guided by specific teaching strategies, their learning performance improves in relation to their motivation, engagement and self-regulation. Likewise, when teachers are conscious of students’ emotional state their attitude and feedback become more effective and timely.Peer ReviewedPostprint (published version

Relationship between Learning Motivation and Biology Learning Outcomes

This research is a descriptive correlation study that aims to reveal the relationship between learning motivation and learning outcomes of students' biology. This study uses a correlational study approach because it connects two variables, namely two independent variables in the form of learning motivation and the dependent variable in the form of biology learning outcomes of students. The technique used in sampling is purposive proportional random sampling, by determining the proportion according to the number of students in the school being studied. In this study, Pearson Product Moment using for conversion score analysis, score distribution, normality tests, and correlation analysis. This correlation analysis aims to determine the relationship between learning motivation and learning outcomes of biology. Furthermore, to see whether or not there is meaning in the research, the t-test is used and to see the contribution between the two variables using the coefficient determinant formula. The results show that there is a positive and meaningful relationship between learning motivation and learning outcomes of students in class X MIPA SMAN in Padang City with the value of tcount are 7.603, at the level of confidence 95% with db = 285, greater than ttable which is 1.65

PENGARUH METODE LATIHAN DENGAN MEDIA KOMPUTER TERHADAP PEMAHAMAN KONSEP : Quasi Eksperimen Siswa Kelas X Administrasi Perkantoran SMK Negeri 1 Bandung Pada Mata Pelajaran Teknologi Perkantoran

Penelitian ini bertujuan untuk mengetahui peningkatan pemahaman konsep antara kelas yang menggunakan media komputer dan kelas yang menggunakan media cetak. Penelitian ini dilakukan karena rendahnya pemahaman konsep siswa pada Mata Pelajaran Produktif Administrasi Perkantoran yaitu Teknologi Perkantoran. Desain penelitian pada kuasi eksperimen ini adalah dengan bentuk non equivalent control group design. Hasil penelitian ini menunjukkan bahwa baik kelas eksperimen maupun kontrol dapat meningkatkan pemahaman konsep siswa Metode latihan dan media pembelajaran pada penelitian ini mempunyai pengaruh positif terhadap pemahaman konsep siswa. Kata Kunci: Metode Latihan, Media Komputer, Pemahaman Konsep, Teknologi Perkantoran The study aimed at investigating concept comprehension improvement between class which utilized computer media and printed media. Current study was conducted due to the low concept comprehension of the students in Productive Office Administration subjects namely Office Technology. Research design employed was non-equivalent control group design. Results found either experiment or control class can improve the student’s concept comprehension. Practice method and learning media in the study provided positive impact towards student’s concept comprehension. Key Word: Drill Method, Computer Media, Concept Comprehension, Office Technology

The Effects of Individual Counseling on Students with Disciplinary Issues

The intent of this study is to ascertain if individual counseling can be used as an intervention to help those students who have continual, problematic, disciplinary issues. The literature review is presented, and discusses the possible outside influences to behavioral issues, as well as psychological factors, social-emotional supports, and counseling as an intervention. Similarly, this study examines if counseling can be an effective intervention for the students who receive multiple disciplinary referrals within a school year, but have not yet received individual counseling. Students were selected based upon a criterion of a minimum of 5 disciplinary interventions within the last school year (in school suspension, out of school suspension, multiple class failure across semester, insubordination, physical violence and continual reported peer conflict). Within this study, four students brought parental consent forms and signed minor assent forms in compliance to complete this six-session study. Students were given a pre-test at their first session, and a post-test at their last session. These tests were used as a means of self-report for the students to see if they could identify their feelings, attitudes, and areas of need before and after the intervention. Student disciplinary records were examined before and after the study as means to objectively view if the intervention may have been successful. Results supported the claim that counseling can be used as an effective intervention with this population. Both the participants’ self-report and disciplinary records proved that counseling was an effective was to minimize disciplinary referrals and aid in student self-awareness and coping skills

A model for providing emotion awareness and feedback using fuzzy logic in online learning

Monitoring users’ emotive states and using that information for providing feedback and scaffolding is crucial. In the learning context, emotions can be used to increase students’ attention as well as to improve memory and reasoning. In this context, tutors should be prepared to create affective learning situations and encourage collaborative knowledge construction as well as identify those students’ feelings which hinder learning process. In this paper, we propose a novel approach to label affective behavior in educational discourse based on fuzzy logic, which enables a human or virtual tutor to capture students’ emotions, make students aware of their own emotions, assess these emotions and provide appropriate affective feedback. To that end, we propose a fuzzy classifier that provides a priori qualitative assessment and fuzzy qualifiers bound to the amounts such as few, regular and many assigned by an affective dictionary to every word. The advantage of the statistical approach is to reduce the classical pollution problem of training and analyzing the scenario using the same dataset. Our approach has been tested in a real online learning environment and proved to have a very positive influence on students’ learning performance.Peer ReviewedPostprint (author's final draft

Cultivating Intrinsic Motivation in the Family and Consumer Science Classroom

The purpose of this action research project was to examine the effects of intrinsic motivation strategies in the Family and Consumer Science classroom. Data was collected that examined pretest and posttest results of high school students in grades 9-12. The data gathered determined that there was a positive effect of the implemented intrinsic motivation strategies on the learners in General Foods, but it is unclear which strategy is more efficient than the others. Research shows that students struggle to stay motivated in middle school and high school. Creating opportunities for students to build intrinsic motivation may increase quality of work. It\u27s important for facilitators to connect their content to the real-world and provide choice in assignments to build intrinsic motivation

Enhancing Problem-Solving Skills in Mathematics: Applying LDMAT and SRL for Students with Learning Difficulties

This study examines the effectiveness of the LDMAT and SRL models in improving problem-solving skills in students with learning difficulties in mathematics. The research involved 18 junior high school students and employed a mixed research design. The assessment of problem-solving skills was conducted through pre-test and post-test measurements, consisting of 10 essay-based tests and weekly assignments. Furthermore, problem-solving understanding was assessed based on the strategies utilized by students in the post-test. Data analysis involved using paired t-tests to compare pre-test and post-test results. The findings indicate that applying the LDMAT and SRL models significantly enhanced problem-solving skills in students with learning difficulties in mathematics, particularly among female students. Moreover, the students exhibited an improved understanding of problem-solving procedures. This study underscores the efficacy of the LDMAT and SRL models in enhancing problem-solving abilities and promoting deeper comprehension of problem-solving strategies among students with learning difficulties in mathematics.Pemecahan masalah merupakan inti dari pembelajaran matematika sehingga harus diajarkan kepada semua siswa, termasuk siswa yang mengalami kesulitan belajar. Kesulitan belajar matematika merujuk pada kondisi dimana siswa mengalami kesulitan dalam memahami konsep, menghitung, atau menentukan strategi pemecahan masalah yang diberikan. Oleh karena itu, guru harus memberikan bantuan dan dukungan kepada siswa tersebut dengan pembelajaran yang tepat. Secara konseptual model LDMAT dan Self-Regulated Learner (SRL) dapat digunakan untuk membantu mengatasi kesulitan belajar. Hasil penelitian ini secara khusus menunjukkan bahwa penerapan model LDMAT dan SRL dapat membantu meningkatkan kemampuan pemecahan masalah siswa yang mengalami kesulitan belajar. Siswa secara bertahap dapat menerapkan strategi pemecahan masalah yang tepat sehingga model pembelajaran ini dapat menjadi alternatif yang baik untuk diterapkan di kelas

Teachers’ social and emotional competencies: a lever for social and emotional learning in schools

IN ENGLISH: The present paper focuses on social and emotional learning, and highlights empirical findings on its importance for teachers, students and schools. The importance of social and emotional learning in school settings has been a central focus of research for the last 30 years. The development of teachers’ social and emotional competencies has been an essential factor for improving social and emotional learning of students. Only when teachers are able to create a school climate in which students feel included and welcome, students can develop and enhance their social and emotional competencies. In this paper, we outline the main conceptual frameworks on social and emotional learning, emphasizing the CASEL framework, relevant for both young people and adults. We proceed by focusing on teachers’ social and emotional competencies, as teachers are one of the key figures for fostering and developing social and emotional competencies in school settings. Afterwards, we address the issue of development of teachers’ social and emotional competencies in various settings. The last part of the paper links teachers’ and students’ social and emotional competencies. We stress the importance of teachers’ social and emotional competencies for healthy teacher-student relationships, and students’ well-being and academic achievement. As teachers also need support for the development of these competencies, we advocate for comprehensive school-wide approach, in order to ensure the successful implementation of social and emotional learning in classrooms. --------------- IN CROATIAN: Ovaj se rad usredotočuje na socijalno i emocionalno učenje i ističe empirijske nalaze o njegovoj važnosti za učitelje, učenike i škole. Važnost socijalnog i emocionalnog učenja u školskim okruženjima središnji je fokus istraživanja tijekom posljednjih 30 godina. Razvoj socijalnih i emocionalnih kompetencija učitelja bio je bitan čimbenik za poboljšanje socijalnog i emocionalnog učenja učenika. Samo kada su učitelji sposobni stvoriti školsku klimu u kojoj se učenici osjećaju uključenima i dobrodošlima, učenici mogu razvijati i unaprijediti svoje socijalne i emocionalne kompetencije. U ovom radu iznosimo glavne konceptualne okvire o socijalnom i emocionalnom učenju, s naglaskom na CASEL okvir, relevantan i za mlade i za odrasle. Nastavljamo usmjeravajući se na socijalne i emocionalne kompetencije učitelja, budući da su učitelji jedni od ključnih figura za poticanje i razvoj socijalnih i emocionalnih kompetencija u školskom okruženju. Zatim se bavimo pitanjem razvoja socijalnih i emocionalnih kompetencija učitelja u različitim okruženjima. Posljednji dio rada povezuje socijalne i emocionalne kompetencije učitelja i učenika. Naglašavamo važnost socijalnih i emocionalnih kompetencija učitelja za zdrave odnose učitelja i učenika te za dobrobit i akademska postignuća učenika. Budući da i učitelji trebaju podršku za razvoj ovih kompetencija, zalažemo se za sveobuhvatan pristup na razini cijele škole kako bismo osigurali uspješnu implementaciju socijalnog i emocionalnog učenja u razredima

Beliefs and actions of university lecturers of sports sciences and physical activity regarding students’ learning motivation

This article presents a study on the perceptions of university professors of Physical Activity and Sport Sciences about the causes of lack of learning motivation of students with and without disabilities and the actions they take to motivate them. 16 semi-structured interviews were analyzed in an inductive manner. The results suggest that university teachers value students, enable positive learning environments, and address the interests and needs of all students through inclusive curricular practices

Relação entre emoção e processos de ensino - aprendizagem

The present work represents a review about the role of emotion in the teaching-learning processes.This has been a huge challenge, both from educators and emotion theorist, and it seems to be clearthat there is a disconnection between these two subjects. To explore the potential relationship, westarted the study reviewing the classic postures. Subsequently we consulted new evidence to stablishthe state of art about the relationship between emotion and education. Hence, we selected 72 recentlypublished articles and organized them according to the tow topic of interest. Results were organizedbased on categories of emotion and learning, focusing in the incidence of emotion in pedagogicalpractices. The conclusion was centered on the topics of knowledge advance, gaps and researchchallenges.El artículo presenta el estado de conocimiento que se tiene sobre la incidencia de la emoción en los procesos de enseñanza aprendizaje. Para su construcción, además de la consulta de autores que se han ido constituyendo como clásicos, se analizó la producción de 72 artículos científicos publicados en los últimos años en revistas de alto impacto en ISI y SCOPUS. La investigación se organizó a partir de las categorías relación entre la emoción y el aprendizaje e incidencia de la emoción en las prácticas pedagógicas, evidenciando el avance en el conocimiento, los vacíos y retos de investigación en el tema.O artigo apresenta o estado do conhecimento sobre a incidência de emoções nos processos de ensino-aprendizagem. Para sua construção, além da consulta de autores constituídos como clássicos,foi analisada a produção de 72 artigos científicos publicados nos últimos anos em periódicos de altoimpacto no ISI e no SCOPUS. A pesquisa foi organizada a partir das categorias relação entre emoçãoe aprendizado e incidência de emoção nas práticas pedagógicas, evidenciando o avanço do conhecimento,lacunas e desafios de pesquisa no assunto