Emotional states during learning situations and students' self regulation: process oriented analysis of person situation interactions in the vocational classroom
BackgroundIn reference to the interactionist paradigm, we analyse how students' emotional states during class are affected by student' self regulation, by time varying characteristics within learning situations, and by the interaction of self regulation abilities and learning situations during class.MethodsWe refer to existing empirical research on teaching and learning processes in vocational education and report findings from a process oriented video study in naturalistic settings that was realised at a German vocational school. Altogether, 92 students were investigated during 1440 min of instruction by use of videography and continuous state sampling method (CSSM) The frequency of repeated measurement was 7 min, with 46 51 measures per student.ResultsVia latent class analysis, we first identified two types of students who differ in their self regulation abilities. Then, a multilevel analysis revealed that students' self regulation affects students' emotional states. In addition, we found that emotional states tend to be affected by the interaction of self regulation and learning situations within lessons (but that's just a sample related and non significant effect).ConclusionsIn view of a holistic understanding of teaching and learning processes in vocational education, a deeper knowledge surrounding the interdependencies between personality characteristics, emotional states, and learning situations seems to be essential for an evidence based design for teaching and learning environments in vocational education and training.