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Evolution of the academic emotions of academically low-achieving students in knowledge building
Citation
Yang, Y., Zhu, G., & Chan, C. K. K. (2022). Evolution of the academic emotions of academically low-achieving students in knowledge building. International Journal of Computer-Supported Collaborative Learning. Advance online publication. https://doi.org/10.1007/s11412-022-09380-y
Abstract
Knowledge Building is a pedagogical approach that emphasizes students’ collective responsibility to continuously improve their community knowledge. Advancing the frontiers of community knowledge is an exciting but challenging process, especially for low-achieving students, because it involves a continuous experience of cognitive disequilibrium and equilibrium. This knowledge generation process triggers various emotions (e.g., curiosity, surprise, and confusion) that may promote or hinder Knowledge Building. This study investigated the types and evolution of emotions experienced by academically low-achieving students in the Knowledge Building process supported by Knowledge Forum. The participants were 120 students from two Grade 9 classes and two Grade 11 classes in a Band 3 secondary school in Hong Kong. This school enrolls students performing at the 10th percentile on a pre-admission government examination at the end of elementary school. The participants built knowledge around Visual Arts. The emotions reflected in the digital Knowledge Forum notes and the evolution patterns of emotions in inquiry threads were both analyzed using content analysis and sequential pattern analysis. The participants demonstrated a high percentage of joy and relatively low percentages of frustration and boredom. Emotions were likely to maintain consistency (e.g., joy to joy) or transition between similar emotions (e.g., boredom to frustration) in the inquiry threads. By synthesizing the emotion transitions and subsequences manifested in the inquiry threads of different classes, we constructed a model of the evolution of emotions of academically low-achieving students during Knowledge Building. This model has implications for designing scaffolding or interventions to facilitate low-achieving students' learning and promote favorable emotions.
Date Issued
2022
Journal
International Journal of Computer-Supported Collaborative Learning
DOI
10.1007/s11412-022-09380-y
Grant ID
62107020
21YJA880078
202143
2021091
CCNUTEIII 2021-11
ZNXBJY202108
Funding Agency
National Natural Science Foundation of China
Ministry of Education of the People's Republic of China
Province-Level and University-level Educational Reformation Research of Hubei Province and Central China Normal University