Abstract
In 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. We 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. Via 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). In 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.
Highlights
Theoretical and empirical aspects of interactions between person and situation have been discussed for decades in personality and social psychology in terms of the interactionist paradigm (e.g. Matthews et al 2003), in educational psychology within the scope of aptitude-treatment interaction theory (e.g. Cronbach and Snow 1977; Yeh 2012), and in vocational education and training (VET) in terms of the process-oriented research approach, investigating antecedents and effects of successful teaching and learningKärner and Kögler Empirical Res Voc Ed Train (2016) 8:12 processes (e.g. Achtenhagen 1996; Sembill 1984; Wild and Krapp 1996)
In 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
In accordance with the interactionist paradigm, it was assumed that emotional states are affected by personality characteristics, by time-varying characteristics of learning situations, and by the interaction of personal and situational characteristics (e.g. Matthews et al 2003; Nezlek 2007)
Summary
Theoretical and empirical aspects of interactions between person and situation have been discussed for decades in personality and social psychology in terms of the interactionist paradigm (e.g. Matthews et al 2003), in educational psychology within the scope of aptitude-treatment interaction theory (e.g. Cronbach and Snow 1977; Yeh 2012), and in vocational education and training (VET) in terms of the process-oriented research approach, investigating antecedents and effects of successful teaching and learning. Concerning teaching and learning processes in school, many approaches do not consider interactions between situational conditions during class and students’ personal characteristics. Dealing with the theoretical background, we first depict the conception of emotional states—with reference to the German term “Emotionale Befindlichkeit”, introduced by Achtenhagen et al (1988) and Sembill (1992)—and its relevance within vocational learning and teaching processes. The design and the findings of our empirical study will be reported and discussed
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