Problem-Based Learning is Compatible with Human Cognitive Architecture: Commentary on Kirschner,Sweller, and Clark (2006) |
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| Authors: | HENK G SCHMIDT SOFIE M M LOYENS TAMARA VAN GOG FRED PAAS |
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| Institution: | 1. Psychology Department , Erasmus University , Rotterdam, The Netherlands;2. Educational Technology Expertise Centre , Open University of The Netherlands , Heerlen, The Netherlands;3. Psychology Department , Erasmus University , Rotterdam, The Netherlands;4. Educational Technology Expertise Centre , Open University of The Netherlands , Heerlen, The Netherlands |
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| Abstract: | Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects of emotions, and of a control/value theory of their antecedents (Pekrun, 1992b, 2000), were tested in 7 cross-sectional, 3 longitudinal, and 1 diary study using samples of university and school students. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognitive resources, self-regulation, and academic achievement, as well as to personality and classroom antecedents. The findings indicate that affective research in educational psychology should acknowledge emotional diversity in academic settings by addressing the full range of emotions experienced by students at school and university. |
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