标题：Emotional states during learning situations and students’ self-regulation: process-oriented analysis of person-situation interactions in the vocational classroom
期刊名称：Empirical Research in Vocational Education and Training
电子版ISSN：1877-6345
出版年度：2016
卷号：8
期号：1
页码：1-23
DOI：10.1186/s40461-016-0038-8
出版社：Springer Verlag
摘要：Background: In reference to the interactionist paradigm, we analyse how students’ emotional states during class are affected by student’ self-regulation, by time-varying characteristics within learning situations, and by the interaction of self-regulation abilities and learning situations during class. Methods: We refer to existing empirical research on teaching and learning processes in vocational education and report findings from a process-oriented video study in naturalistic settings that was realised at a German vocational school.Altogether, 92 students were investigated during 1440 min of instruction by use of videography and continuous-state-sampling method (CSSM).The frequency of repeated measurement was 7 min, with 46–51 measures per student. Results: Via latent class analysis, we first identified two types of students who differ in their self-regulation abilities.Then, a multilevel analysis revealed that students’ self-regulation affects students’ emotional states.In addition, we found that emotional states tend to be affected by the interaction of self-regulation and learning situations within lessons (but that’s just a sample-related and non-significant effect). Conclusions: In view of a holistic understanding of teaching and learning processes in vocational education, a deeper knowledge surrounding the interdependencies between personality characteristics, emotional states, and learning situations seems to be essential for an evidence-based design for teaching and learning environments in vocational education and training.
关键词：Emotional states; Self-regulation; Person-situation interaction; Experiencesampling; Multilevel analysis; Video study
