Focusing on the Task and Emotional Self-Regulation: Daily Challenges in the Classroom (Lafocalización en el tema yautorregulación emocional: desafíos cotidianos en el aula escolar)

Autor/inn/en	Alarcón-Espinoza, Marina; Samper, Paula; Anguera, M. Teresa
Titel	Focusing on the Task and Emotional Self-Regulation: Daily Challenges in the Classroom (Lafocalización en el tema yautorregulación emocional: desafíos cotidianos en el aula escolar)
Quelle	In: Journal for the Study of Education and Development, 46 (2023) 2, S.415-443 (29 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alarcón-Espinoza, Marina)
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2023.2170111
Schlagwörter	Elementary School Students; Grade 5; Grade 6; Grade 3; Grade 4; Rural Urban Differences; Rural Schools; Urban Schools; Creativity; Performance; Game Based Learning; Video Games; Computer Games; Age Differences; Scores; Self Determination; Rewards; Learning Motivation + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Stadt-Land-Beziehung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Kreativität; Achievement; Leistung; Video game; Videospiel; Videospiele; Computer game; Computerspiel; Computerspiele; Age; Difference; Age difference; Altersunterschied; Selbstbestimmung; Reward; Belohnung; Motivation for studies; Lernmotivation
Abstract	Focusing on school tasks and regulating emotions are often challenges for students to achieve. The objective of this research is to describe and analyse the behaviours associated with emotional regulation that affect the way students participate in the classroom and contribute to the subject matter. From the mixed methods perspective, an observational study was carried out based on an N/F/M (Nomothetic/Follow-up/Multidimensional) design. The members of nine primary education classes were systematically observed. The data record, obtained from an instrument designed ad hoc, is qualitative, and is organized to be coded and analysed quantitatively. Once the classes were analysed, the presence of multiple cases was detected. The results show how the associated behaviours contribute, change, insist on and distract from the topic of conversation, influencing the way in which focused attention is maintained. The discussion highlights the existence of a 'virtuous circle' that favours focusing on the topic through the coexistence of the behaviours of contributing to the topic with an informative language and encouraging the participation of others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01