Matching Self-Reports with Electrodermal Activity Data: Investigating Temporal Changes in Self-Regulated Learning

Autor/inn/en	Dindar, Muhterem; Malmberg, Jonna; Järvelä, Sanna; Haataja, Eetu; Kirschner, Paul A.
Titel	Matching Self-Reports with Electrodermal Activity Data: Investigating Temporal Changes in Self-Regulated Learning
Quelle	In: Education and Information Technologies, 25 (2020) 3, S.1785-1802 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dindar, Muhterem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-019-10059-5
Schlagwörter	Metacognition; Learning Processes; Academic Achievement; Computer Assisted Instruction; Cooperative Learning; Correlation; Learning Activities; Physiology; Teaching Methods; Student Motivation; Self Control; Behavior Change + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning process; Lernprozess; Schulleistung; Computer based training; Computerunterstützter Unterricht; Kooperatives Lernen; Korrelation; Lernaktivität; Physiologie; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Selbstbeherrschung
Abstract	This study investigated the interplay of temporal changes in self-regulated learning processes (i.e., behavioral, cognitive, motivational and emotional) and their relationship with academic achievement in computer-supported collaborative learning. The study employed electrodermal activity and self-report data to capture the dynamicity of self-regulated learning processes during 15 sessions of collaborative learning activities. Our findings revealed that the changes in motivational regulation was related to academic achievement. However, academic achievement was not related to behavioral regulation, cognitive regulation or emotional regulation. Physiological synchrony among the collaborating students was found to be related only to cognitive regulation. The results also showed that the concordance of self-report data among the collaborating students was related to higher physiological synchrony among them in the behavioral, cognitive, and motivational dimensions of self-regulated learning. The findings reflect the complexity of the relationships between self-regulated learning constructs and demonstrates the potential value of physiological measures in self-regulated learning research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01