Effects of mood on students' metacognitive experiences

Efklides, Anastasia; Petkaki, Chryssoula

doi:10.1016/j.learninstruc.2005.07.010

Cited by 157 publications

(104 citation statements)

References 29 publications

(30 reference statements)

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“…In addition to the said above, researchers claim that positive affect, on the one hand, eases the person"s effort exertion and, on the other, increases interest and feeling of liking, thus supporting future engagement with the same or similar tasks (Efklides & Petkaki, 2005). Thus, we should try to treat the contrast of affect described above by educating students that it is normal to claim leadership part of the lesson, and, allow other students to lead in other parts, for learning is a group and mutual effort and not a one person effort.…”

Section: Discussionmentioning

confidence: 99%

Metacognition, Positioning and Emotions in Mathematical Activities

Daher

Anabousy

Jabarin

2018

International Journal of Research in Education and Science

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Researchers of mathematics education have been paying attention to the affective aspect of learning mathematics for more than one decade. Different theoretical frameworks have been suggested to analyze this aspect, where we utilize in the present research the discursive framework of Evans, Morgan and Tsatsaroni. This framework enables to link students" positions to their emotions. Here, we add to this relationship the metacognition variable, where we study how the added variable affects students" positioning in mathematical activities. A group of three Grade 7 high-achieving students participated in the research. They used GeoGebra to learn the topic of perpendicular lines through an authentic activity. The research results indicate that most of the means of claiming leadership were metacognitive in nature and were performed to enable the advancement of the group learning of the topic of perpendicular straight lines. These means were primarily requesting actions, initiating actions, performing actions, declaring actions, taking decisions, evaluation, monitoring and regulation. In one case, the claiming of leadership was accompanied with positive affect, namely enthusiasm, determination, and enjoyment. In the other case, the claiming of leadership was accompanied with different positive affect that included self-confidence and being proud of oneself.

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Section: Discussionmentioning

confidence: 99%

Metacognition, Positioning and Emotions in Mathematical Activities

Daher

Anabousy

Jabarin

2018

International Journal of Research in Education and Science

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“…Moods are often seen as unfocused, longer-lasting, and less intense states, whereas affect is generally used as an umbrella term for all emotional experiences (e.g., [13,14]). Other authors criticize a categorical distinction and refer to a dimensional classification of emotional experiences [15].…”

Section: Affect and Learningmentioning

confidence: 99%

The Better You Feel the Better You Learn: Do Warm Colours and Rounded Shapes Enhance Learning Outcome in Multimedia Learning?

Münchow

Mengelkamp

Bannert

2017

Education Research International

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The aim of the present study was to examine whether fostering positive activating affect during multimedia learning enhances learning outcome. University students were randomly assigned to either a multimedia learning environment designed to induce positive activating affect through the use of "warm" colours and rounded shapes ( = 61) or an affectively neutral environment that used achromatic colours and sharp edges ( = 50). Participants learned about the topic of functional neuroanatomy for 20 minutes and had to answer several questions for comprehension and transfer afterwards. Affective states as well as achievement goal orientations were investigated before and after the learning phase using questionnaires. The results show that participants in the affectively positive environment were superior in comprehension as well as transfer when initial affect was strong. Preexperimental positive affect was therefore a predictor of comprehension and a moderator for transfer. Goal orientations did not influence these effects. The findings support the idea that positive affect, induced through the design of the particular multimedia learning environment, can facilitate performance if initial affective states are taken into account.

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“…Students have been found to be more motivated to complete a task when they feel positive emotions towards the task such as joy and excitement (Efklides & Petkaki, 2005;Linnenbrink & Pintrich, 2002). Emotion has been shown to influence what is attended to in the environment and what is later remembered by learners (Woolfe, 2006), and emotive stimuli are more likely to be remembered after the completion of the task than neutral stimuli (Kensinger & Corkin, 2003).…”

Section: Emotional Engagement and History Learningmentioning

confidence: 99%

Mobile Experiences of Historical Place: A Multimodal Analysis of Emotional Engagement

Sakr

Jewitt

Price

2015

Journal of the Learning Sciences

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This paper explores how to research the opportunities for emotional engagement that mobile technologies provide for the design and enactment of learning environments. In the context of mobile technologies that foster location based linking, we make the case for the centrality of in-situ real-time observational research on how emotional engagement unfolds and for the inclusion of bodily aspects of interaction. We propose that multimodal methods offer tools for observing emotion as a central facet of personenvironment interaction, and provide an example of these methods put into practice for a study of emotional engagement in mobile history learning. A multimodal analysis of video data from sixteen pairs of 9-10 year olds learning about the WWII history of their local Common is used to illustrate how students' emotional engagement was supported by their use of mobile devices through: multimodal layering and linking of stimuli; the creation of digital artefacts, and changes in pace. These findings are significant for understanding the role of digital augmentation in fostering emotional engagement in history learning; informing how digital augmentation can be designed to effectively foster emotional engagement for learning; and provide insight into the benefits of multimodality as an analytical approach for examining emotion through bodily interaction.

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Effects of mood on students' metacognitive experiences

Cited by 157 publications

References 29 publications

Metacognition, Positioning and Emotions in Mathematical Activities

Metacognition, Positioning and Emotions in Mathematical Activities

The Better You Feel the Better You Learn: Do Warm Colours and Rounded Shapes Enhance Learning Outcome in Multimedia Learning?

Mobile Experiences of Historical Place: A Multimodal Analysis of Emotional Engagement

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