Cảm xúc của Học sinh trong Các Tiếp cận Xã hội - Xây dựng: So sánh Trải nghiệm ở Các Cấp Trường Học Khác Nhau tại Ý
Tóm tắt
Từ khóa
#cảm xúc #giáo dục #xã hội - xây dựng #học sinh #nghiên cứu giáo dục #tương tác xã hộiTài liệu tham khảo
Adler, M. D. (2004). Fear assessment: Cost-benefit analysis and the pricing of fear and anxiety. Chicago-Kent Law Review, 79, 977. Consulted July 20, 2023, from https://scholarship.kentlaw.iit.edu/cklawreview/vol79/iss3/26
Akkerman, S. F., & Bakker, A. (2012). Crossing boundaries between school and work during apprenticeships. Vocations and Learning, 5, 153–173. https://doi.org/10.1007/s12186-011-9073-6
Amenduni, F., Annese, S., Candido, V., McLay, K., & Ligorio, M. B. (2021). Blending academic and professional learning in a university course for future e-learning specialists: The perspective of company tutors. Education Sciences, 11(8), 415. https://doi.org/10.3390/educsci11080415
Annese, S., Amenduni, F., Candido, V., McLay, K. F., & Ligorio, M. B. (2022). Tutor’s role in WhatsApp learning groups: A quali-quantitative methodological approach. Frontiers in Psychology, 12, 799456. https://doi.org/10.3389/fpsyg.2021.799456
Aronson, E. (1978). The jigsaw classroom. Sage.
Artino, A. R., Jr., Holmboe, E. S., & Durning, S. J. (2012). Control-value theory: Using achievement emotions to improve understanding of motivation, learning, and performance in medical education: AMEE Guide No. 64. Medical Teacher, 34(3), e148–e160. https://doi.org/10.3109/0142159X.2012.651515
Baek, Y., & Touati, A. (2017). Exploring how individual traits influence enjoyment in a mobile learning game. Computers in Human Behavior, 69, 347–357. https://doi.org/10.1016/j.chb.2016.12.053
Bakhtiar, A., Webster, E. A., & Hadwin, A. F. (2018). Regulation and socio-emotional interactions in a positive and a negative group climate. Metacognition and Learning, 13, 57–90. https://doi.org/10.1007/s11409-017-9178-x
Bakhtin, M. M. (1981). The dialogic imagination, M Holquist (Ed.). Austin: Univ. Tex. Press.
Barrett, L. F. (2006). Solving the emotion paradox: Categorization and the experience of emotion. Personality and Social Psychology Review, 10(1), 20–46. https://doi.org/10.1207/s15327957pspr1001
Barzanò, G., Amenduni, F., Cutello, G., Lissoni, M., Pecorelli, C., Quarta, R., ... & Ligorio, M. B. (2020). When the place matters: Moving the classroom into a museum to re-design a public space. Frontiers in Psychology, 943. https://doi.org/10.3389/fpsyg.2020.00943
Bembich, C., & Gasperdo, A. (2022). The process of signification of emotions in a social-constructivist perspective: Implications for educational practice. Giornale Italiano Di Educazione Alla Salute, Sport e Didattica Inclusiva, 6(4), 1–12.
Bench, S. W., & Lench, H. C. (2013). On the function of boredom. Behavioral Science, 3(3), 459–472.
Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2013). Extending self-regulated learning to include self-regulated emotion strategies. Motivation and Emotion, 37, 558–573. https://doi.org/10.1007/s11031-012-9332-3
Blatner, A. (2009). Role playing in education. Consulted June 20, 2023, from http://www.blatner.com/adam/pdntbk/rlplayedu.htm
Boekaerts, M., & Pekrun, R. (2015). Emotions and emotion regulation in academic settings. In Handbook of educational psychology (pp. 90–104). Routledge.
Brown, C. H. (1938). Emotional reactions before examinations: II. Results of a questionnaire. Journal of Psychology, 5, 11–26. https://doi.org/10.1080/00223980.1938.9917549
Brown, G., & Harris, L. (2013). Student self-assessment.
Byman, J., Kumpulainen, K., Wong, C. C., & Renlund, J. (2022). Children’s emotional experiences in and about nature across temporal–spatial entanglements during digital storying. Literacy, 56(1), 18–28. https://doi.org/10.1111/lit.12265
Camacho-Morles, J., Slemp, G. R., Oades, L. G., Morrish, L., & Scoular, C. (2019). The role of achievement emotions in the collaborative problem-solving performance of adolescents. Learning and Individual Differences, 70, 169–181. https://doi.org/10.1016/j.lindif.2019.02.005
Camacho-Morles, J., Slemp, G. R., Pekrun, R., Loderer, K., Hou, H., & Oades, L. G. (2021). Activity achievement emotions and academic performance: A meta-analysis. Educational Psychology Review, 33(3), 1051–1095. https://doi.org/10.1007/s10648-020-09585-3
CASEL. (2015). Effective social and emotional learning programs: Middle and high school edition, Chicago.
Cesareni, D., Cacciamani, S., & Fujita, N. (2016). Role taking and knowledge building in a blended university course. International Journal of Computer-Supported Collaborative Learning, 11, 9–39. https://doi.org/10.1007/s11412-015-9224-0
Chirico, F., Crescenzo, P., Nowrouzi-Kia, B., Tarchi, L., Batra, K., Ferrari, G., Yidirim, M., Romano, A., Nucera, G., Ripa, S., Manoj, S., & Leiter, M. (2022). Prevalence and predictors of burnout syndrome among schoolteachers during the COVID-19 pandemic in Italy: A cross-sectional survey. Journal of Health and Social Sciences, 7, 195–211. https://doi.org/10.19204/2022/PRVL6
Clarà, M. (2015). Representation and emotion causation: A cultural psychology approach. Culture & Psychology, 21(1), 37–58. https://doi.org/10.1177/1354067X14568687
Csikszentmihalyi, M., Abuhamdeh, S., & Nakamura, J. (2005). Flow. Handbook of competence and motivation, 598–608.
D’Mello, S. (2013). A selective meta-analysis on the relative incidence of discrete affective states during learning with technology. Journal of Educational Psychology, 105(4), 1082. https://doi.org/10.1037/a0032674
Darnis, F., & Lafont, L. (2015). Cooperative learning and dyadic interactions: Two modes of knowledge construction in socio-constructivist settings for team-sport teaching. Physical Education and Sport Pedagogy, 20(5), 459–473. https://doi.org/10.1080/17408989.2013.803528
Demetriou, H. (2018). Empathy, emotion and education. Springer.
Drisko, J. W., & Maschi, T. (2016). Content analysis. Pocket guide to social work re. Oxford: Oxford University Press.
Durlak, J. A., et al. (2015). Handbook of social and emotional learning. Guilford Press.
Eaton, D. (2000). Cognitive and affective learning in outdoor education (pp. 3595–3595). University of Toronto.
Everson, H. T., Tobias, S., Hartman, H., & Gourgey, A. (1993). Test anxiety and the curriculum: The subject matters. Anxiety, Stress, and Coping, 6(1), 1–8. https://doi.org/10.1080/10615809308249528
Eynde, P. O., & Turner, J. E. (2006). Focusing on the complexity of emotion issues in academic learning: A dynamical component system approach. Educational Psychology Review, 18, 361–376. https://doi.org/10.1007/s10648-006-9031-2
Goetz, T., Frenzel, A. C., Hall, N. C., Nett, U. E., Pekrun, R., & Lipnevich, A. A. (2014). Types of boredom: An experience sampling approach. Motivation and Emotion, 38, 401–419. https://doi.org/10.1007/s11031-013-9385-y
Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., & Durlak, J. A. (2017). Social and emotional learning as a public health approach to education. The Future of Children, 27(1), 13–32. https://files.eric.ed.gov/fulltext/EJ1144819.pdf
Gross, J. J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39(3), 281–291. https://doi.org/10.1017/S0048577201393198
Grusec, J. E. (2011). Socialization processes in the family: Social and emotional development. Annual Review of Psychology, 62, 243–269.
Hakkarainen, K. (1998). Epistemology of inquiry and computer-supported collaborative Learning. Unpublished Ph.D. thesis, University of Toronto.
Hascher, T. (2010). Learning and emotion: Perspectives for theory and research. European Educational Research Journal, 9(1), 13–28. https://doi.org/10.2304/eerj.2010.9.1.13
Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: A structural equation model. BMC Medical Education, 20(1), 1–11. https://doi.org/10.1186/s12909-020-01995-9
Heilman, K. M. (1997). The neurobiology of emotional experience. The Journal of Neuropsychiatry and Clinical Neurosciences, 9(3), 439–448.
Heilman, K. M., & Nadeau, S. E. (2021). Unconscious processing of emotions and the right hemisphere. Disorders of Emotion in Neurologic Disease, 27.
Holodynski, M. (2013). The internalization theory of emotions: A cultural historical approach to the development of emotions. Mind, Culture, and Activity, 20(1), 4–38.
Izard, C. E. (2007). Basic emotions, natural kinds, emotion schemas, and a new paradigm. Perspectives on Psychological Science, 2(3), 260–280. https://doi.org/10.1111/j.1745-6916.2007.00044
Järvenoja, H., Järvelä, S., Törmänen, T., Näykki, P., Malmberg, J., Kurki, K., ... & Isohätälä, J. (2018). Capturing motivation and emotion regulation during a learning process. Frontline Learning Research, 6(3), 85–104. https://doi.org/10.14786/flr.v6i3.369
Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105, 2283–2290. https://doi.org/10.2105/AJPH.2015.302630)
Jung, N., Wranke, C., Hamburger, K., & Knauff, M. (2014). How emotions affect logical reasoning: Evidence from experiments with mood-manipulated participants, spider phobics, and people with exam anxiety. Frontiers in Psychology, 5, 570. https://doi.org/10.3389/fpsyg.2014.00570
Kepanen, P., Määttä, K., & Uusiautti, S. (2020). How do students describe their study processes in the competence-based vocational special education teacher training?. Human Arenas, 3, 247–263. https://doi.org/10.1007/s42087-019-00080-y
Khazanchi, R., Khazanchi, P., Mehta, V., & Tuli, N. (2021). Incorporating social–emotional learning to build positive behaviors. Kappa Delta Pi Record, 57(1), 11–17. https://doi.org/10.1080/00228958.2021.1851581
Kuby, C. R. (2016) Emotions as situated, embodied, and fissured: Methodological implications of thinking with theories. In M. Zembylas, & P. A. Schutz (Eds.), Methodological advances in research on emotion in education. Springer International Publishing.
Lambie, J. A., & Marcel, A. J. (2002). Consciousness and the varieties of emotion experience: A theoretical framework. Psychological Review, 109(2), 219.
Lanas, M. (2016). Emerging emotions in post-structural participant ethnography in education. In M. Zembylas, & P. A. Schutz (Eds.), Methodological advances in research on emotion in education. Springer International Publishing, 111–121.
Lasky, S., & Moore, S. (2000). Closing emotional distance: An analysis of parent-teacher interactions. Secondary Schools.
Lewis, C., & Crampton, A. (2016). Emotion as mediated action in doing research on learning. In M. Zembylas, & P. A. Schutz (Eds.), Methodological advances in research on emotion in education. Springer International Publishing, 137–150.
Li, L., Quiñones, G., & Ridgway, A. (Eds.). (2017). Studying babies and toddlers: Relationships in cultural contexts (Vol. 20). Springer.
Li, S., Zheng, J., Lajoie, S. P., & Wiseman, J. (2021). Examining the relationship between emotion variability, self-regulated learning, and task performance in an intelligent tutoring system. Educational Technology Research and Development, 69, 673–692. https://doi.org/10.1007/s11423-021-09980-9
Ligorio, M. B. (2009). Identity as a product of knowledge building: The role of mediated dialogue. Qwerty-Open and Interdisciplinary Journal of Technology, Culture and Education, 4(1), 33–46.
Ligorio, M. B. (2010). Dialogical relationship between identity and learning. Culture & Psychology, 16(1), 93–107. https://doi.org/10.1177/1354067X0935320
Ligorio, M. B., & Sansone, N. (2009). Structure of a blended university course: Applying constructivist principles to blended teaching. In Information technology and constructivism in higher education: Progressive learning frameworks (pp. 216–230). Igi Global.
Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1–3.
Linnenbrink-Garcia, L., Wormington, S. V., Snyder, K. E., Riggsbee, J., Perez, T., Ben-Eliyahu, A., & Hill, N. E. (2018). Multiple pathways to success: An examination of integrative motivational profiles among upper elementary and college students. Journal of Educational Psychology, 110(7), 1026.
Litman, J. (2005). Curiosity and the pleasures of learning: Wanting and liking new information. Cognition & Emotion, 19(6), 793–814. https://doi.org/10.1080/02699930541000101
Loderer, K., Pekrun, R., & Lester, J. C. (2020). Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments. Learning and Instruction, 70, 101162. https://doi.org/10.1016/j.learninstruc.2018.08.002
Mandler, G., & Sarason, S. B. (1952). A study of anxiety and learning. The Journal of Abnormal and Social Psychology, 47(2), 166. https://doi.org/10.1037/h0062855
Mann, S., & Cadman, R. (2014). Does being bored make us more creative? Creativity Research Journal, 26(2), 165–173. https://doi.org/10.1080/10400419.2014.901073
Mattessich, P. W., & Monsey, B. R. (1992). Collaboration: What makes it work. A review of research literature on factors influencing successful collaboration. Amherst H. Wilder Foundation, 919 Lafond, St. Paul, MN 55104.
Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121. https://doi.org/10.1037/a0033546
Mirza, N. M. (2016). Culture, emotions and narratives in education for cultural diversity: A sociocultural approach. Psihologija, 49(4), 415–429. https://doi.org/10.2298/PSI1604415M
Moreno, V. M. (2022). The ideal teacher different images. Human Arenas, 5(3), 550–576. https://doi.org/10.1007/s42087-020-00148-0
Ng, C., & Renshaw, P. (2019). An Indigenous Australian student’s perezhivanie in reading and the evolvement of reader identities over three years. Learning, Culture and Social Interaction, 22, 1–10. https://doi.org/10.1016/j.lcsi.2019.04.006
Paavola, S., & Hakkarainen, K. (2014). Trialogical approach for knowledge creation.
Paavola, S., Lakkala, M., Muukkonen, H., Kosonen, K., & Karlgren, K. (2011). The roles and uses of design principles in a project on trialogical learning. Research in Learning Technology, 19(3), 233–246. https://doi.org/10.1080/21567069.2011.624171
Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. Applied Psychology, 41(4), 359–376. https://doi.org/10.1111/j.1464-0597.1992.tb00712.x
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. https://doi.org/10.1007/s10648-006-9029-9
Pekrun, R. (2016). Using self-report to assess emotions in education. In M. Zembylas, & P. A. Schutz (Eds.), Methodological advances in research on emotion in education. Springer International Publishing, 43–54.
Pekrun, R., & Linnenbrink-Garcia, L. (Eds.). (2014). Handbook of emotions in education. Routledge.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48. https://doi.org/10.1016/j.cedpsych.2010.10.002
Perlovsky, L. I., Bonniot-Cabanac, M. C., & Cabanac, M. (2010, July). Curiosity and pleasure. In The 2010 International Joint Conference on Neural Networks (IJCNN) (pp. 1–3). IEEE.
Pezzo, M. (2003). Surprise, defense, or making sense: What removes hindsight bias? Memory, 11(4/5), 421–441. https://doi.org/10.1080/09658210244000603
Pressley, T., Ha, C., & Learn, E. (2021). Teacher stress and anxiety during COVID-19: An empirical study. School Psychology, 36(5), 367. https://doi.org/10.1037/spq0000468
Putwain, D. W., Becker, S., Symes, W., & Pekrun, R. (2018). Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time. Learning and Instruction, 54, 73–81. https://doi.org/10.1016/j.learninstruc.2017.08.004
Ramos, M., & Renshaw, P. (2017). The contours of perezhivanie: Visualizing children’s emotional experiences in place. Cultural-Historical Psychology, 13(1), 105–128. https://doi.org/10.17759/chp.2017130110
Ratner, C. (2000). A cultural-psychological analysis of emotions. Culture & Psychology, 6(1), 5–39.
Renkl, A., Mandl, H., & Gruber, H. (1996). Inert knowledge: Analyses and remedies. Educational Psychologist, 31(2), 115–121. https://doi.org/10.1207/s15326985ep3102_3
Richards, J. C. (2022). Exploring emotions in language teaching. RELC Journal, 53(1), 225–239. https://doi.org/10.1177/0033688220927531
Ritella, G., & Loperfido, F. F. (2021). Students’ self-organization of the learning environment during a blended knowledge creation course. Education Sciences, 11(10), 580. https://doi.org/10.3390/educsci11100580
Ritella, G., & Sansone, N. (2020a). COVID-19: Turning a huge challenge into an opportunity. Qwerty-Open and Interdisciplinary Journal of Technology, Culture and Education, 15(1), 5–11.
Ritella, G., & Sansone, N. (2020b). Transforming the space-time of learning through interactive whiteboards: The case of a knowledge creation collaborative task. Qwerty-Open and Interdisciplinary Journal of Technology, Culture and Education, 15(1), 12–30.
Ritella, G., Di Maso, R., McLay, K., Annese, S., & Ligorio, M. B. (2020). Remembering, reflecting, reframing: Examining students’ long-term perceptions of an innovative model for university teaching. Frontiers in Psychology, 11, 565. https://doi.org/10.3389/fpsyg.2020.00565
Ritella, G., Ligorio, M. B., & Hakkarainen, K. (2016). Theorizing space-time relations in education: The concept of chronotope. Frontline Learning Research, 4(4), 48–55. https://doi.org/10.14786/flr.v4i4.210
Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479–530. https://doi.org/10.3102/00346543064004
Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents’ achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134(2), 223. https://doi.org/10.1037/0033-2909.134.2.223
Roth, W. M., & Walshaw, M. (2019). Affect and emotions in mathematics education: Toward a holistic psychology of mathematics education. Educational Studies in Mathematics, 102, 111–125.
Rubin, K. H. (1998). Social and emotional development from a cultural perspective. Developmental Psychology, 34(4), 611.
Sansone, N., Cesareni, D., & Ligorio, M. (2016). The trialogical learning approach to innovate teaching. Italian Journal of Educational Technology, 24(2), 82–82.
Sansone, N., Cesareni, D., Bortolotti, I., & Buglass, S. (2019). Teaching technology-mediated collaborative learning for trainee teachers. Technology, Pedagogy and Education, 28(3), 381–394. https://doi.org/10.1080/1475939X.2019.1623070
Schutz, P. (2014). Inquiry on teachers emotions. Educational Psychologist, 48, 1–12. https://doi.org/10.1080/00461520.2013.864955
Seligman, M. E. P. (1980). A learned helplessness point of view. In L. Rehn (Ed.), Behavior therapy for depression (pp. 123–142). Academic Press.
Shonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The Future of Children, 27(1), 137–155. Consulted March 1, 2023, from https://www.jstor.org/stable/44219025
Smith, B. H., & Low, S. (2013). The role of social-emotional learning in bullying prevention efforts. Theory into Practice, 52(4), 280–287. https://doi.org/10.1080/00405841.2013.829731
Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Language Teaching, 46(2), 195–207.
Trevors, G. J., Muis, K. R., Pekrun, R., Sinatra, G. M., & Winne, P. H. (2016). Identity and epistemic emotions during knowledge revision: A potential account for the backfire effect. Discourse Processes, 53(5–6), 339–370. https://doi.org/10.1080/0163853X.2015.1136507
Turner, M. E. (Ed.). (2014). Groups at work: Theory and research. Psychology Press.
Turner, R. H. (1956). Role-taking, role standpoint, and reference-group behavior. American Journal of Sociology, 61(4), 316–328. https://doi.org/10.1086/221763
Tyng, C. M., Amin, H. U., Saad, M. N., & Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in Psychology, 1454. https://doi.org/10.3389/fpsyg.2017.01454
Van der Veen, C., Dobber, M., & van Oers, B. (2016). Implementing dynamic assessment of vocabulary development as a trialogical learning process: A practice of teacher support in primary education schools. Language Assessment Quarterly, 13(4), 329–340. https://doi.org/10.1080/15434303.2016.1235577
Verhoeven, M., Poorthuis, A. M., & Volman, M. (2019). The role of school in adolescents’ identity development. A literature review. Educational Psychology Review, 31, 35–63. https://doi.org/10.1007/s10648-018-9457-3
Vogel, S., & Schwabe, L. (2016). Learning and memory under stress: Implications for the classroom. NPJ Science of Learning, 1, 16011. https://doi.org/10.1038/npjscilearn.2016.11
Vygotsky, L. (1981). The genesis of higher mental functions, in Wertsch, (red.). The Concept of Activity in Soviet Psychology, 134–143.
Vygotsky, L. S., van der Veer, R., & Valsiner, J. (Eds.). (1994). The Vygotsky reader. (T. Prout, Trans.). Basil Blackwell.
Warsah, I., Morganna, R., Uyun, M., Afandi, M., & Hamengkubuwono, H. (2021). The impact of collaborative learning on learners’ critical thinking skills. International Journal of Instruction, 14(2), 443–460. Consulted June 16, 2023, from http://repository.iaincurup.ac.id/id/eprint/336
Zembylas, M. (2005). Three perspectives on linking the cognitive and the emotional in science learning: Conceptual change, socio-constructivism and poststructuralism.
Zembylas, M. (2007). Theory and methodology in researching emotions in education. International Journal of Research & Method in Education, 30(1), 57–72. https://doi.org/10.1080/17437270701207785
Zembylas, M., & Schutz, P. A. (2016). Methodological advances in research on emotion in education. Springer International Publishing.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/000283120731290
Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: An introduction and an overview. Handbook of self-regulation of learning and performance, 15–26.