Evolution of the Academic Emotions of Academically Low-Achieving Students in Knowledge Building

Autor/inn/en	Yang, Yuqin; Zhu, Gaoxia; Chan, Carol K. K.
Titel	Evolution of the Academic Emotions of Academically Low-Achieving Students in Knowledge Building
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 17 (2022) 4, S.539-571 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhu, Gaoxia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-022-09380-y
Schlagwörter	Low Achievement; Secondary School Students; Grade 9; Grade 11; Psychological Patterns; Emotional Response; Learning Processes; Foreign Countries; Metacognition; Epistemology; Inquiry; Anxiety; Scaffolding (Teaching Technique); Hong Kong + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Emotionales Verhalten; Learning process; Lernprozess; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Erkenntnistheorie; Angst; Hongkong
Abstract	Knowledge Building is a pedagogical approach that emphasizes students' collective responsibility to continuously improve their community knowledge. Advancing the frontiers of community knowledge is an exciting but challenging process, especially for low-achieving students, because it involves a continuous experience of cognitive disequilibrium and equilibrium. This knowledge generation process triggers various emotions (e.g., curiosity, surprise, and confusion) that may promote or hinder Knowledge Building. This study investigated the types and evolution of emotions experienced by academically low-achieving students in the Knowledge Building process supported by Knowledge Forum. The participants were 120 students from two Grade 9 classes and two Grade 11 classes in a Band 3 secondary school in Hong Kong. This school enrolls students performing at the 10th percentile on a pre-admission government examination at the end of elementary school. The participants built knowledge around Visual Arts. The emotions reflected in the digital Knowledge Forum notes and the evolution patterns of emotions in inquiry threads were both analyzed using content analysis and sequential pattern analysis. The participants demonstrated a high percentage of joy and relatively low percentages of frustration and boredom. Emotions were likely to maintain consistency (e.g., joy to joy) or transition between similar emotions (e.g., boredom to frustration) in the inquiry threads. By synthesizing the emotion transitions and subsequences manifested in the inquiry threads of different classes, we constructed a model of the evolution of emotions of academically low-achieving students during Knowledge Building. This model has implications for designing scaffolding or interventions to facilitate low-achieving students' learning and promote favorable emotions. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01