Capturing motivation and emotion regulation during a learning process
Open accessAbstract
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 motivationand 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 motivationand(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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Several alternative methods are available to observe and measure motivation or engagement 'online' during learning, for example by using frequent choices of learners or video observations.
“Several alternative methods are available to observe and measure motivation or engagement”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Järvenoja et al., 2018
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References 88 · Cited by 77
Research works printed but not linked: 10
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- Garbarino, M., Lai, M., Bender, D., Picard, R. W., & Tognetti, S. (2015). Empatica E3 -A wearable wireless multi-sensor device for real-time computerized biofeedback and data acquisition. Proceedings of the 2014 4th International Conference on Wireless Mobile Communication and Healthcare -"Transforming Healthcare Through Innovations in Mobile and Wireless Technologies", MOBIHEALTH 2014, 39-42. https://doi.org/10.1109/MOBIHEALTH.2014.7015904 · DOI
- Immordino-Yang, M. H., Christodoulou, J. A., Pekrun, R., & Linnenbrink-Garcia, L. (2014). Neuroscientific contributions to emotion measurement in educational contexts. In Handbook of Emotions in Education (pp. 607-624). New York: Routledge.
- Järvelä, S., Salonen, P., & Lepola, J. (2001). Dynamic assessment as a key to understanding student motivation in a classroom context. In Pintrich, P., & Maehr, M. (Eds.), Advances in motivation and achievement (pp.207-240). Amsterdam: JAI Press.
- Kurki, K., Järvenoja, H., Törmänen, T. & Bakhtiar, A. (2018). Socio-emotional interaction in collaborative learning: Combining individual emotional experiences and group level regulation. Paper presented at International Conference on Motivation, Aarhus.
- Paris, S. G., & Turner, J. C. (2012). Situated motivation. In Student motivation, cognition, and learning (pp. 229-254). Routledge.Pekrun, R. (2016). Academic emotions. In K. R, Wentzel, D. B. Miele (Eds.), Handbook of motivation at school (pp.120-146). New York, NY: Routledge.
- In C. E. O'Malley (Ed.), Computer-supported collaborative learning (pp. 69-97). Heidelberg: Springer- Verlag.
- Sonnenberg, C., & Bannert, M. (2015). Discovering the effects of metacognitive prompts on the sequential structure of SRL-process using process mining techniques. Journal of Learning Analytics, 2 (1), 72-100.
- Törmänen, T., Järvenoja, H., Kurki, K., Devai, R., & Järvelä, S. (2018, August). Students' emotional valence and physiological arousal during collaborative learning -A case study. Poster presented at 16 th International Conference on Motivation 2018, Aarhus, Denmark.
- Volet, S., & Järvelä, S. (Eds.). (2001). Advances in learning and instruction series. Motivation in learning contexts: Theoretical advances and methodological implications. Elmsford, NY: Pergamon Press.
- Authors
- Järvenoja, H., Järvelä, S., Törmänen, T., Näykki, P., Malmberg, J., Kurki, K., Mykkänen, A., & Isohätälä, J.
- Affiliations
- University of Oulu (FI)
- Venue
- frontline Learning Research
- Publisher
- EARLI
- Published
- 2018-12-07
- Pages
- 85-104
- ISSN
- 2295-3159 (ISSN-L)
- OpenAlex
- W2915936670
- Cited by
- 77
- References
- 88
- Citations by year
- 2026: 3 · 2025: 14 · 2024: 16 · 2023: 12 · 2022: 13 · 2021: 8 · 2020: 5 · 2019: 5 · 2017: 1
- FWCI
- 8.85
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- cc-by-nc-nd
- Locations
- Frontline Learning Research (publishedVersion, cc-by-nc-nd)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Keywords
- motivation, emotion regulation, cooperative learning, multi-source data fusion, physiological signals, video data, self-report
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