Relationship between beliefs about collaboration and epistemic emotions in collaborative learning: An explorative study among secondary school students

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

Lately, the topic of emotions in academic contexts has gained research attention, yet there has been relatively little exploration of how beliefs about collaboration contribute to students’ epistemic emotions. The objective of the present study was to examine this relationship in a Liberal Studies lesson. Forty-three Hong Kong secondary school students from two Liberal Studies classes participated in the study voluntarily. They completed instruments measuring their beliefs about collaboration and epistemic emotions (curiosity, confusion, anxiety) after they had completed a collaborative activity in the class. Path analysis showed a negative association between beliefs about collaboration and the two negative emotions (anxiety and confusion), yet a positive one with curiosity. These relationships were found to be consistent, as predicted by theory. Results of the study underscored the need to understand beliefs about collaboration and emotive variables and how these can be harnessed to promote positive learning outcomes. Copyright © 2021 selection and editorial matter, Junjun Chen and Ronnel B. King; individual chapters, the contributors.
Original languageEnglish
Title of host publicationEmotions in learning, teaching, and leadership: Asian perspectives
EditorsJunjun CHEN, Ronnel B. KING
Place of PublicationLondon
PublisherRoutledge
Pages18-28
ISBN (Electronic)9780429353581
ISBN (Print)0367374021, 9780367374020
DOIs
Publication statusPublished - 2021

Citation

Lee, W. W. S. (2021). Relationship between beliefs about collaboration and epistemic emotions in collaborative learning: An explorative study among secondary school students. In J. Chen & R. B. King (Eds.), Emotions in learning, teaching, and leadership: Asian perspectives (pp. 18-28). London: Routledge.

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