Tracking Dynamic Emotional Trajectories in MetaTutor Using Latent Growth Curve Modeling: Role of Self-Regulated Learning

• In Event: Technology, Instruction, Cognition and Learning SIG: Cognitive and Emotional Influences on Learning

Abstract

Using latent growth curve modeling, the study demonstrates that students in the MetaTutor condition experienced lower levels of boredom and anxiety over time. It further suggests more variation in the change of boredom among individuals in the control condition over time while the intervention group shows a higher level of variation in the change of anxiety among individuals. It is noteworthy that a higher level of anxiety at the initial level has a more significant impact on anxiety at a later time point. The study further shows how emotional trajectories are associated with changes in self-regulated learning strategies over time. Latent growth curve modeling can be a useful methodological approach to identify growth patterns of intra-personal and inter-personal emotional changes.

Authors

• Eunice Eunhee Jang, University of Toronto

• Roger Azevedo, University of Central Florida

• Christine Marie Barron, OISE/University of Toronto

• Hyunah Kim, Education Quality and Accountability Office