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Title:
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E-TUTORIAL USE AND STUDENTS' EPISTEMIC
AND ACHIEVEMENT LEARNING EMOTIONS |
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Author(s):
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Dirk Tempelaar |
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ISBN:
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978-989-8704-61-0 |
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Editors:
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Demetrios G. Sampson, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2024 |
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Edition:
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Single |
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Keywords:
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Learning Analytics, Dispositional Learning Analytics, Learning Emotions, E-Tutorials, Epistemic Emotions |
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Type:
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Full |
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First Page:
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183 |
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Last Page:
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190 |
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Language:
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English |
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Cover:
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Full Contents:
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Paper Abstract:
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This study explores the effect of epistemic and achievement learning emotions on student engagement and performance in
a foundational business and economics course. We focus on the interaction between epistemic emotions, e-tutorial trace
data, and achievement emotions within the context of a compulsory introductory mathematics and statistics course.
Epistemic emotions, such as curiosity, confusion, frustration, and surprise, are crucial for cognitive engagement and
learning retention but are often overlooked compared to achievement emotions like anxiety, boredom, hopelessness, and
enjoyment. By employing dispositional learning analytics and analysing data from six cohorts of first-year students in the
Netherlands, we examine how these emotions explain students' engagement with e-tutorials and subsequent academic
performance. Our findings highlight the significant role of epistemic emotions in shaping students' learning behaviours and
achievement emotions, which in turn affect their overall performance. Achievement emotions were measured using the
Achievement Emotions Questionnaire (AEQ) and the Epistemic Emotion Scales (EES). Statistical analyses, including
ANOVA and path modelling, show that epistemic emotions and behavioural data from e-tutorials are strong predictors of
students' achievement emotions and performance. This research advocates for a more balanced approach in studying
learning emotions, emphasizing the importance of both epistemic and achievement emotions in educational settings to
improve academic outcomes and student well-being. |
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