Analyzing the effects of emotion management on time and self-management in computer-based learning. (October 2016)

• Record Type: Journal Article
• Authors: Arguedas, Marta; Daradoumis, Thanasis; Xhafa, Fatos
• Is Part Of: Computers in human behavior. Volume 63(2016)
• Page Start: 517
• Page End: 529
• Publication Date: 2016-10
• Subjects: Affective learning -- Emotion management -- Time and self-management -- Behavioral engagement -- Cognitive engagement -- Self-regulation -- Achievement orientation; Interactive computer systems -- Periodicals; Man-machine systems -- Periodicals; 004.019
• DOI: 10.1016/j.chb.2016.05.068
• Languages: English
• ISSNs: 0747-5632

Abstract

Abstract: Emotional learning involves the acquisition of skills to recognize and manage emotions, develop care and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. Time is an important variable in learning context and especially in the analysis of teaching-learning processes that take place in collaborative learning, whereas time management is crucial for effective learning. The aim of this work has been to analyze the effects of emotion management on time and self-management in e-learning and identify the competencies in time and self-management that are mostly influenced when students strive to achieve effective learning . To this end, we run an experiment with a class of high school students, which showed that increasing their ability to manage emotions better and more effectively enhances their competency to manage the time allocated to the learning practice more productively, and consequently their learning performance in terms of behavioral engagement and achievement and partly, in terms of cognitive engagement and self-regulation. Teacher affective feedback was proved to be a crucial factor to enhance cognitive engagement. Graphical abstract: Highlights: Emotion awareness is positively related to time and self-management in learning. Emotion management enhances students' behavioral engagement and achievement. Emotion management partially supports cognitive engagement and self-regulation. Teacher affective feedback is a crucial factor to enhance cognitive engagement. Emotional and time management can reduce student workload.