Students’ Emotional Expressivity and Academic Achievement in Blended Education: Results From the e-Learning Platform, ITokTok

• In Event: Emotions and Motivation in Technology-Based Environments

Abstract

Blended education has increased substantially. Yet, few studies have examined the factors facilitating elementary students’ learning. We investigated the role of expressing emotions (one component of EI) on academic performance in I-TokTok—an e-learning platform used in Gyeongnam Province, South Korea. One task of I-TokTok includes Emotion Checking where students express their emotions.

Among 850 3rd-6th graders’ data randomly extracted from 141,926 students, three distinct emotional expression latent groups emerged: Group1—expressing both positive and negative emotions; Group2—expressing only positive emotions; Group3—expressing no emotions. On math tasks, Group1 performed the best, followed by Group2, suggesting that expressing emotions, both positive and negative, may be important for academic performance. Influential predictors and teaching practices that contribute to these differences will be discussed.

Authors

• Jae H. Paik, San Francisco State University

• Igor Himelfarb, National Board of Chiropractic Examiners

• Seoung Hee Yoo, Wright Institute

• Jong Tak Lee

• Mi Jin Kim

• Kyoung Mi Yoo