The link between achievement emotions, appraisals, and task performance: pedagogical considerations for emotions in CBLEs

Abstract

Achievement emotions have a powerful influence on how students interact with current and future learning and performance tasks. As such, pedagogical practices that support adaptive student emotions are critical for teaching and learning in computer-based learning environments (CBLEs). This research investigates the relationship between during-task achievement emotions and participants' appraisals of task control, value, perceived performance, and actual performance outcomes on a diagnostic reasoning task with a CBLE, BioWorld. Based on the emotions participants reported experiencing during the task, we found that participants could be organized into three groups using a k-means cluster analysis: a positive, negative, and low emotion group. Participants assigned to the positive emotion group had the highest subjective appraisals of task value, task control, and the highest perceived performance; however, these participants had lower levels of actual performance when compared to learners assigned to the low emotion cluster and had actual performance levels comparable to learners in the negative emotion cluster. These results provide preliminary evidence for fostering low emotionality rather than positive emotionality with pedagogical interventions in order to support better performance outcomes, while learners engage in academic achievement tasks in CBLEs.

Developing Emotion-Aware, Advanced Learning Technologies: A Taxonomy of Approaches and Features

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Reliability and validity of a computer-based assessment of cognitive and non-cognitive facets of problem-solving competence in the business domain

“…Decomposing domain-specific problem-solving competence into various facets and, at the same time, providing an integrated measurement offers opportunities for a differentiated assessment of competence profiles and individualized interventions (Herl et al 1999;Sugrue 1995). We also postulated metacognitive facets of problem solving, which as yet have not been addressed.…”

“…'Embedded Experience Sampling' (EES) builds on the 'Experience Sampling Method' (ESM) introduced by Csikszentmihalyi and colleagues (Hektner et al 2007) and similar methods of data-collecting 'in situ' such as the 'Continuous State Sampling Method (CSSM)' introduced by Sembill and colleagues (2002). Test-takers are requested to stop at certain times during the test and spontaneously answer short prompts (EES items) regarding their actual experience of the problem situation.…”

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“…Contemporary research on the role of human emotions in educational settings have demonstrated that individuals can experience multiple and blended emotions simultaneously in an achievement context and this may have imperative impacts on their academic functioning and academic achievement [31][32][33]. In fact, Pekrun [1] recognized that multiple emotional experiences may co-occur in an achievement context, and that these mixed emotional experiences may reveal distinctive patterns of motivation and behavior.…”

“…A study by Jarrell et al [32] investigated the relationship of the achievement emotions experienced by students during performing a task and their appraisals of task control, value, perceived performance, and actual performance on a diagnostic reasoning task with a Computer-based Learning Environment (CBLE), BioWorld. The sample of the study included 26 university medical students.…”