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 in
Frontline Learning ResearchAuthors
Date
2018Discipline
TietotekniikkaAikuiskasvatustiedePsykologiaMonitieteinen aivotutkimuskeskusHyvinvoinnin tutkimuksen yhteisöMathematical Information TechnologyAdult EducationPsychologyCentre for Interdisciplinary Brain ResearchSchool of WellbeingCopyright
© 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.
...
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European Association for Research on Learning and Instruction (EARLI)ISSN Search the Publication Forum
2295-3159Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/28833315
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Related funder(s)
Research Council of FinlandFunding program(s)
Academy Project, AoFAdditional information about funding
The 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].License
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