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The Frequency of Emotions and Emotion Variability in Self-Regulated Learning: What Matters to Task Performance?

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Title: The Frequency of Emotions and Emotion Variability in Self-Regulated Learning: What Matters to Task Performance?
Language: English
Authors: Li, Shan, Zheng, Juan, Lajoie, Susanne P.
Source: Frontline Learning Research. 2021 9(4):76-91.
Availability: European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Peer Reviewed: Y
Page Count: 16
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Psychological Patterns, Emotional Response, Independent Study, Medical Education, Medical Students, Task Analysis, Clinical Diagnosis, Patients, Hospitals, Simulated Environment, Computer Simulation, Predictor Variables, Cognitive Processes, Reflection
ISSN: 2295-3159
Abstract: Emotion variability and its relationship to performance is an underexplored area of research both inside and outside the realm of medical education. We address this gap by examining the relative importance of the frequency of emotions and emotion variability that occurred in specific phases of self-regulated learning (SRL) in predicting students' performance. Specifically, 23 medical students were recruited to complete the task of diagnosing a virtual patient in a hospital-simulated environment. Students' facial expressions were video-recorded and were classified into basic emotions. We calculated the frequency of emotions and emotion variability at each SRL phase: forethought, performance, and self-reflection. Findings revealed that both the frequency of emotions and emotion variability influenced clinical reasoning performance, but they functioned differently in different SRL phases. Moreover, emotion variability negatively predicted performance regardless of which SRL phases it was tied to. This study helps shift the focus of research from the effect of emotions on performance to the joint effect of emotion and emotion variability, which has the potential to address the inconsistency in emotion-related research findings. Although we situate the study in the context of clinical reasoning, findings from this research inform the research of emotion in learning and instruction for other domains. Furthermore, this study lays the foundation for future advances in emotion-related study designs since the introduction of emotion variability leaves many questions unanswered and shows promise for new research directions.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1320362
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Li%2C+Shan%22">Li, Shan</searchLink><br /><searchLink fieldCode="AR" term="%22Zheng%2C+Juan%22">Zheng, Juan</searchLink><br /><searchLink fieldCode="AR" term="%22Lajoie%2C+Susanne+P%2E%22">Lajoie, Susanne P.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Frontline+Learning+Research%22"><i>Frontline Learning Research</i></searchLink>. 2021 9(4):76-91.
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  Data: European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
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  Data: Emotion variability and its relationship to performance is an underexplored area of research both inside and outside the realm of medical education. We address this gap by examining the relative importance of the frequency of emotions and emotion variability that occurred in specific phases of self-regulated learning (SRL) in predicting students' performance. Specifically, 23 medical students were recruited to complete the task of diagnosing a virtual patient in a hospital-simulated environment. Students' facial expressions were video-recorded and were classified into basic emotions. We calculated the frequency of emotions and emotion variability at each SRL phase: forethought, performance, and self-reflection. Findings revealed that both the frequency of emotions and emotion variability influenced clinical reasoning performance, but they functioned differently in different SRL phases. Moreover, emotion variability negatively predicted performance regardless of which SRL phases it was tied to. This study helps shift the focus of research from the effect of emotions on performance to the joint effect of emotion and emotion variability, which has the potential to address the inconsistency in emotion-related research findings. Although we situate the study in the context of clinical reasoning, findings from this research inform the research of emotion in learning and instruction for other domains. Furthermore, this study lays the foundation for future advances in emotion-related study designs since the introduction of emotion variability leaves many questions unanswered and shows promise for new research directions.
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      – Text: English
    PhysicalDescription:
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        PageCount: 16
        StartPage: 76
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: Emotional Response
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      – SubjectFull: Independent Study
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      – SubjectFull: Task Analysis
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      – SubjectFull: Clinical Diagnosis
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      – SubjectFull: Patients
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      – SubjectFull: Hospitals
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      – SubjectFull: Simulated Environment
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Reflection
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      – TitleFull: The Frequency of Emotions and Emotion Variability in Self-Regulated Learning: What Matters to Task Performance?
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