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Analyzing the effects of emotion management on time and self-management in computer-based learning
dc.contributor.author | Arguedas, Marta |
dc.contributor.author | Daradoumis, Athanasios |
dc.contributor.author | Xhafa Xhafa, Fatos |
dc.contributor.other | Universitat Politècnica de Catalunya. Departament de Ciències de la Computació |
dc.date.accessioned | 2016-09-05T11:22:47Z |
dc.date.available | 2018-10-02T00:30:15Z |
dc.date.issued | 2016-10 |
dc.identifier.citation | Arguedas, M., Daradoumis, A., Xhafa, F. Analyzing the effects of emotion management on time and self-management in computer-based learning. "Computers in human behavior", Octubre 2016, vol. 63, p. 517-529. |
dc.identifier.issn | 0747-5632 |
dc.identifier.uri | http://hdl.handle.net/2117/89571 |
dc.description.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. |
dc.format.extent | 13 p. |
dc.language.iso | eng |
dc.publisher | Elsevier |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/es/ |
dc.subject | Àrees temàtiques de la UPC::Ensenyament i aprenentatge::TIC's aplicades a l'educació::Ensenyament virtual (eLearning) |
dc.subject | Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents::Aprenentatge cooperatiu |
dc.subject.lcsh | Affective education |
dc.subject.lcsh | Time management |
dc.subject.other | Affective learning |
dc.subject.other | Emotion management |
dc.subject.other | Time and self-management |
dc.subject.other | Behavioral engagement |
dc.subject.other | Cognitive engagement |
dc.subject.other | Self-regulation |
dc.subject.other | Achievement orientation |
dc.title | Analyzing the effects of emotion management on time and self-management in computer-based learning |
dc.type | Article |
dc.subject.lemac | Educació emocional |
dc.subject.lemac | Temps--Organització |
dc.identifier.doi | 10.1016/j.chb.2016.05.068 |
dc.description.peerreviewed | Peer Reviewed |
dc.relation.publisherversion | http://www.sciencedirect.com/science/article/pii/S0747563216303958 |
dc.rights.access | Open Access |
local.identifier.drac | 18536198 |
dc.description.version | Postprint (author's final draft) |
local.citation.author | Arguedas, M.; Daradoumis, A.; Xhafa, F. |
local.citation.publicationName | Computers in human behavior |
local.citation.volume | 63 |
local.citation.startingPage | 517 |
local.citation.endingPage | 529 |
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