Young children’s use of emotion and behaviour regulation strategies in socio-emotionally challenging day-care situations

Kurki, Kristiina; Järvenoja, Hanna; Järvelä, Sanna; Mykkänen, Arttu

doi:10.1016/j.ecresq.2017.06.002

Cited by 21 publications

(34 citation statements)

References 58 publications

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“…This is in line with previous studies reporting that children who attend classrooms with lower emotional support often display afternoon elevations of the cortisol hormone, which is an indicator of stress (Hatfield, Hestenes, Kintner‐Duffy, & O'Brien, ). That is, classrooms with a more negative climate place children in a challenging and even stressful situation, which require good self‐regulatory strategies (Kurki, Järvenoja, Järvelä, & Mykkänen, ) in order to grant an appropriate allocation of attentional resources.…”

Section: Discussionmentioning

confidence: 99%

First‐graders’ allocation of attentional resources in an emotional Stroop task: The role of heart period variability and classroom climate

Scrimin

Moscardino

Masón

2018

Brit J of Edu Psychol

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Section: Discussionmentioning

confidence: 99%

First‐graders’ allocation of attentional resources in an emotional Stroop task: The role of heart period variability and classroom climate

Scrimin

Moscardino

Masón

2018

Brit J of Edu Psychol

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“…Each situation forms a unique composition of different factors that together form the circumstances for learning and regulation. Situational and contextual factors such as social interaction and the nature of the task, mediate the need for motivation and emotion regulation and, correspondingly, through motivation and emotion regulation the beliefs and experiences can be actively changed or modified in the situation (Isohätälä, Järvenoja, & Järvelä, 2017;Kurki, Järvenoja, Järvelä, & Mykkänen, 2017;Mykkänen, Perry, & Järvelä, 2017;Whitebread et al, 2009). Therefore, regulation of motivation and emotions is socially situated, involving a dynamic interplay between learners, tasks, teachers, peers and parents and is bound up with the context (Hadwin et al, 2017;Järvenoja, et al, 2015).…”

Section: Claim: Motivation and Emotion Regulation Is Situation And Comentioning

confidence: 99%

Capturing motivation and emotion regulation during a learning process

Järvenoja

Järvelä

Törmänen

et al. 2018

FLR

Self Cite

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This paper describes our research approach in which we have focused on situational and contextual variations in motivation and emotion regulation to better understand its role, appearance and function in collaborative learning situations. We have used research designs that employ process-oriented measures combined with subjective interpretations to capture motivation and emotion regulation. Analysing on-line process data poses several challenges such as variation in the granularity of different data sources, problems that emerge due to the complexity of contextual and situational factors in ecologically-valid learning situations or, currently, challenges in the use of multiple data channels and their analyses.In this paper, we present three claims underlying our research, particularly the motivation and emotions and their regulation in learning. The claims are as follows: (1) motivation and emotion regulation is situation and context specific, (2) motivation and emotion regulation is influenced by multi-layered nature of motivation and (3) Motivation and emotion regulation is intertwined with other processes of learning and can be captured from their temporal manifestation. We present an example from our empirical study to discuss how these claims have led us to employ multiple process-oriented methods that include both subjective and objective data sources, including different combinations of situation-specific self-reports, video and physiological data. We then describe opportunities and challenges involved in the empirical studies.

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“…Another illustration is the coding of computer log files using a tool-related coding scheme (e.g., Lust, 2012;Lust, Vandewaetere, Ceulemans, Elen, & Clarebout, 2011;Siadaty, Gašević, & Hatala, 2016). If there is no need (i.e., inductive approaches) to recode the data, the raw data (as is) can be used (e.g., Kurki, Järvenoja, Järvelä, & Mykkänen, 2017;Van Laer & Elen, 2016). The second step in the preprocessing phase involves assigning an ordered list of events to each learner, resulting in a single sequence per user (Gabadinho et al, 2011).…”

Section: 32mentioning

confidence: 99%

Towards a Methodological Framework for Sequence Analysis in the Field of Self-Regulated Learning

Laer

Elen

2018

FLR

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In recent decades, conceptualizations and operationalizations of self-regulated learning (SRL) have shifted from SRL as an aptitude to SRL as an event. Alongside this shift, increased technological capability has introduced computer log files to the investigation of SRL, uncovering new research avenues. One such avenue investigates the time-related characteristics of SRL through learners' behavioural sequences. Although sequence analysis is still relatively new in SRL research, other fields have fruitful traditions in its application and may serve as a basis for applications in the field of SRL. Ten years of investigating SRL through sequence analysis have produced a wide range of methodological approaches. While this variety of methods illustrates the diversity of opportunities, it also indicates the lack of consensus regarding the most appropriate approaches often resulting in difficult to understand methods and nontransparent ways of reporting. Since the introduction of sequence analysis in the field of SRL, researchers have been emphasizing the need for a methodological framework to guide its application. Yet, to date, no such framework has been proposed, hindering our progress through (1) transparent methods and (2) comparative studies to (3) empirical and ecological applications. To help overcome this issue, this manuscript discusses the basis of a methodological framework for the use of sequence analysis in SRL research. We first make a case for why such a framework is necessary; secondly, we propose a set of guidelines which could serve as a starting point for the construction of a framework.

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Young children’s use of emotion and behaviour regulation strategies in socio-emotionally challenging day-care situations

Cited by 21 publications

References 58 publications

First‐graders’ allocation of attentional resources in an emotional Stroop task: The role of heart period variability and classroom climate

First‐graders’ allocation of attentional resources in an emotional Stroop task: The role of heart period variability and classroom climate

Capturing motivation and emotion regulation during a learning process

Towards a Methodological Framework for Sequence Analysis in the Field of Self-Regulated Learning

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