A multi-componential methodology for exploring emotions in learning : using self-reports, behaviour registration, and physiological indicators as complementary data
Eteläpelto, A., Kykyri, V.-L., Penttonen, M., Hökkä, P., Paloniemi, S., Vähäsantanen, K., Eteläpelto, T., & Lappalainen, V. (2018). A multi-componential methodology for exploring emotions in learning : using self-reports, behaviour registration, and physiological indicators as complementary data. Frontline Learning Research, 6(3), 6-36. https://doi.org/10.14786/flr.v6i3.379
Published inFrontline Learning Research
DisciplineTietotekniikkaAikuiskasvatustiedePsykologiaMonitieteinen aivotutkimuskeskusMathematical Information TechnologyAdult EducationPsychologyCentre for Interdisciplinary Brain Research
© the Authors, 2018.
Studies on emotions in learning are often based on interviews conducted after the learning. These do not capture the multi-componential nature of emotions, nor how emotions are related to the processes of learning. We see emotions as dimensional, multi-componential responses to personally meaningful events and situations. In this methodologically advanced pilot study we developed a multi-componential methodology, capable of providing complementary information on emotions in professional learning. For this purpose, we used a within-subject design applied to a single individual, with a focus on emotions during professional learning. Within a laboratory setting, the subject was shown personally meaningful video extracts from a learning situation in which she had previously participated. The data were gathered through (i) self-reports of emotions via the Emotion Circle (EC) online assessment tool, (ii) measures of autonomic nervous system (ANS) activity obtained via Electrodermal Activity (EDA) and Heart Rate Variability (HRV), (iii) behavioural registration of facial expression and gaze, and (iv) the Stimulated Recall Interview (SRI). Selfreports of emotions via EC, and also the emotion-driven SRI, were found to be productive, not only in detailing and explaining emotions experienced during the viewing of the videos, but also in bringing about reflective learning and novel insights. EDA and HRV provided complementary information on the subject’s ANS activity during the learning process. We present conclusions and future challenges in applying a multi-componential methodology to research emotions within professional learning. ...
PublisherEuropean Association for Research on Learning and Instruction (EARLI)
Publication in research information system
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Related funder(s)Academy of Finland
Funding program(s)Academy Project, AoF
Additional information about fundingThe authors are grateful to the reviewers of the manuscript, and to Donald Adamson who polished the language of the article. They also wish to thank Lauri Viljanto and Petri Kinnunenfor technical assistance, and Hanna Lilja who drew the figures. This work was supported by the Academy of Finland [Grant number 288925 The Role of Emotions in Agentic Learning at Work].
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