EMOTIONS LINKED TO CERTAINTY-BASED SELF-ASSESSMENT: A MULTIDISCIPLINE EXPERIENCE Article Swipe
Ana Remesal
,
María Corral
,
Iria SanMiguel
,
Patricio García-Mínguez
,
Tomas Macsotay
,
Ernesto Suárez
·
YOU?
·
· 2023
· Open Access
·
· DOI: https://doi.org/10.36315/2023v1end121
YOU?
·
· 2023
· Open Access
·
· DOI: https://doi.org/10.36315/2023v1end121
This exploratory study presents data from various curricular areas in Higher Education: Primary Teacher Education, Secondary Teacher Education, Psychobiology, Microeconomics, Art History and Law.In all these areas, the instructors implement the same instructional program during a one-semester module to improve students' self-regulated learning behaviour.The project had two main goals: (1) enhancing students' learning engagement through certainty-based self-assessment and (2) researching the metacognitive and affective (motivational and emotional) implications of such instructional program in students' learning behaviour.Over 1000 students participate in these courses, responding to three progressive (discipline-related) multiple-choice online learning tests with a knowledge-certainty component at three different moments during one semester, incorporating the certainty-based marking (CBM).Certainty declaration activates deep metacognitive and emotional processes.We implemented the testing system in these courses only with a diagnostic and formative purpose.After each testing point, students responded to an accompanying reflection questionnaire that allowed the collection of their emotional reactions in a Likert-scale form.The students manifested positive/negative and activating/deactivating retrospective emotions (joy, pride, sadness, shame, anger) and prospective emotions (hope, boredom, indifference, fear, anxiety) in relation to the certainty-based self-assessment experience.Results indicate that the certainty-based self-assessment program triggered all of these emotions in different amounts.These results are positive news concerning the students' engagement in learning and particularly motivated self-regulated learning.This paper presents preliminary results concerning the students' emotional experience with this innovative diagnostic self-assessment program.Differences and similarities between areas and educational levels are exposed.The main result points to similarities outweighing differences.
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Metadata
- Type
- article
- Language
- en
- Landing Page
- http://doi.org/10.36315/2023v1end121
- https://doi.org/10.36315/2023v1end121
- OA Status
- bronze
- References
- 10
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- OpenAlex ID
- https://openalex.org/W4386139829
All OpenAlex metadata
Raw OpenAlex JSON
- OpenAlex ID
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https://openalex.org/W4386139829Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.36315/2023v1end121Digital Object Identifier
- Title
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EMOTIONS LINKED TO CERTAINTY-BASED SELF-ASSESSMENT: A MULTIDISCIPLINE EXPERIENCEWork title
- Type
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articleOpenAlex work type
- Language
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enPrimary language
- Publication year
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2023Year of publication
- Publication date
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2023-06-23Full publication date if available
- Authors
-
Ana Remesal, María Corral, Iria SanMiguel, Patricio García-Mínguez, Tomas Macsotay, Ernesto SuárezList of authors in order
- Landing page
-
https://doi.org/10.36315/2023v1end121Publisher landing page
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https://doi.org/10.36315/2023v1end121Direct link to full text PDF
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YesWhether a free full text is available
- OA status
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bronzeOpen access status per OpenAlex
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https://doi.org/10.36315/2023v1end121Direct OA link when available
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Certainty, Computer science, Process management, Engineering, Mathematics, GeometryTop concepts (fields/topics) attached by OpenAlex
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0Total citation count in OpenAlex
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10Number of works referenced by this work
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10Other works algorithmically related by OpenAlex
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| abstract_inverted_index.students | 77, 131, 150 |
| abstract_inverted_index.Secondary | 15 |
| abstract_inverted_index.activates | 108 |
| abstract_inverted_index.affective | 63 |
| abstract_inverted_index.component | 94 |
| abstract_inverted_index.different | 97, 189 |
| abstract_inverted_index.emotional | 112, 144, 213 |
| abstract_inverted_index.enhancing | 50 |
| abstract_inverted_index.formative | 126 |
| abstract_inverted_index.implement | 29 |
| abstract_inverted_index.motivated | 203 |
| abstract_inverted_index.reactions | 145 |
| abstract_inverted_index.responded | 132 |
| abstract_inverted_index.semester, | 101 |
| abstract_inverted_index.students' | 40, 51, 73, 197, 212 |
| abstract_inverted_index.triggered | 183 |
| abstract_inverted_index.Education, | 14, 17 |
| abstract_inverted_index.Education: | 11 |
| abstract_inverted_index.collection | 141 |
| abstract_inverted_index.concerning | 195, 210 |
| abstract_inverted_index.curricular | 7 |
| abstract_inverted_index.diagnostic | 124, 218 |
| abstract_inverted_index.emotional) | 66 |
| abstract_inverted_index.engagement | 53, 198 |
| abstract_inverted_index.experience | 214 |
| abstract_inverted_index.innovative | 217 |
| abstract_inverted_index.manifested | 151 |
| abstract_inverted_index.reflection | 136 |
| abstract_inverted_index.responding | 82 |
| abstract_inverted_index.declaration | 107 |
| abstract_inverted_index.educational | 226 |
| abstract_inverted_index.exploratory | 1 |
| abstract_inverted_index.exposed.The | 229 |
| abstract_inverted_index.implemented | 114 |
| abstract_inverted_index.instructors | 28 |
| abstract_inverted_index.outweighing | 235 |
| abstract_inverted_index.participate | 78 |
| abstract_inverted_index.preliminary | 208 |
| abstract_inverted_index.progressive | 85 |
| abstract_inverted_index.prospective | 163 |
| abstract_inverted_index.researching | 59 |
| abstract_inverted_index.Likert-scale | 148 |
| abstract_inverted_index.accompanying | 135 |
| abstract_inverted_index.differences. | 236 |
| abstract_inverted_index.implications | 67 |
| abstract_inverted_index.one-semester | 36 |
| abstract_inverted_index.particularly | 202 |
| abstract_inverted_index.processes.We | 113 |
| abstract_inverted_index.similarities | 222, 234 |
| abstract_inverted_index.(motivational | 64 |
| abstract_inverted_index.amounts.These | 190 |
| abstract_inverted_index.behaviour.The | 43 |
| abstract_inverted_index.incorporating | 102 |
| abstract_inverted_index.indifference, | 167 |
| abstract_inverted_index.instructional | 32, 70 |
| abstract_inverted_index.learning.This | 205 |
| abstract_inverted_index.metacognitive | 61, 110 |
| abstract_inverted_index.purpose.After | 127 |
| abstract_inverted_index.questionnaire | 137 |
| abstract_inverted_index.retrospective | 155 |
| abstract_inverted_index.Psychobiology, | 18 |
| abstract_inverted_index.behaviour.Over | 75 |
| abstract_inverted_index.self-regulated | 41, 204 |
| abstract_inverted_index.(CBM).Certainty | 106 |
| abstract_inverted_index.Microeconomics, | 19 |
| abstract_inverted_index.certainty-based | 55, 104, 174, 180 |
| abstract_inverted_index.multiple-choice | 87 |
| abstract_inverted_index.self-assessment | 56, 175, 181, 219 |
| abstract_inverted_index.positive/negative | 152 |
| abstract_inverted_index.experience.Results | 176 |
| abstract_inverted_index.knowledge-certainty | 93 |
| abstract_inverted_index.program.Differences | 220 |
| abstract_inverted_index.(discipline-related) | 86 |
| abstract_inverted_index.activating/deactivating | 154 |
| cited_by_percentile_year | |
| countries_distinct_count | 1 |
| institutions_distinct_count | 6 |
| citation_normalized_percentile.value | 0.15387217 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | False |