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Campo DC | Valor | Lengua/Idioma |
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dc.contributor.author | Arguedas, Marta | - |
dc.contributor.author | Daradoumis, Thanasis | - |
dc.contributor.author | XHAFA, FATOS | - |
dc.contributor.other | Universitat Oberta de Catalunya (UOC) | - |
dc.contributor.other | University of the Aegean | - |
dc.contributor.other | Universitat Politècnica de Catalunya (UPC) | - |
dc.date.accessioned | 2018-05-16T09:06:52Z | - |
dc.date.available | 2018-05-16T09:06:52Z | - |
dc.date.issued | 2016-05-23 | - |
dc.identifier.citation | Arguedas, M., Daradoumis, T. & Xhafa, F. (2016). Analyzing the effects of emotion management on time and self-management in computer-based learning. Computers in Human Behavior, 63(), 517-529. doi: 10.1016/j.chb.2016.05.068 | - |
dc.identifier.issn | 0747-5632MIAR | - |
dc.identifier.uri | http://hdl.handle.net/10609/78269 | - |
dc.description.abstract | Emotional learning involves the acquisition of skills to recognize and manage emotions, develop care and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. Time is an important variable in learning context and especially in the analysis of teaching-learning processes that take place in collaborative learning, whereas time management is crucial for effective learning. The aim of this work has been to analyze the effects of emotion management on time and self-management in e-learning and identify the competencies in time and self-management that are mostly influenced when students strive to achieve effective learning. To this end, we run an experiment with a class of high school students, which showed that increasing their ability to manage emotions better and more effectively enhances their competency to manage the time allocated to the learning practice more productively, and consequently their learning performance in terms of behavioral engagement and achievement and partly, in terms of cognitive engagement and self-regulation. Teacher affective feedback was proved to be a crucial factor to enhance cognitive engagement. | en |
dc.language.iso | eng | - |
dc.publisher | Computers in Human Behavior | - |
dc.relation.ispartof | Computers in Human Behavior, 2016, 63 | - |
dc.rights | CC BY-NC-ND | - |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/es/ | - |
dc.subject | affective learning | en |
dc.subject | emotion management | en |
dc.subject | time and self-management | en |
dc.subject | behavioral engagement | en |
dc.subject | cognitive engagement | en |
dc.subject | self-regulation | en |
dc.subject | achievement orientation | en |
dc.subject | aprenentatge afectiu | ca |
dc.subject | aprendizaje afectivo | es |
dc.subject | gestió de les emocions | ca |
dc.subject | gestión de las emociones | es |
dc.subject | temps i autogestió | ca |
dc.subject | tiempo y autogestión | es |
dc.subject | compromís conductual | ca |
dc.subject | compromiso conductual | es |
dc.subject | compromís cognitiu | ca |
dc.subject | compromiso cognitivo | es |
dc.subject | autoregulació | ca |
dc.subject | autorregulación | es |
dc.subject | orientació a l'assoliment | ca |
dc.subject | orientación al logro | es |
dc.subject.lcsh | Web-based instruction | en |
dc.title | Analyzing the effects of emotion management on time and self-management in computer-based learning | en |
dc.type | info:eu-repo/semantics/article | - |
dc.audience.mediator | Theme areas::Computer Science, Technology and Multimedia | en |
dc.subject.lemac | Ensenyament virtual | ca |
dc.subject.lcshes | Enseñanza virtual | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | - |
dc.identifier.doi | 10.1016/j.chb.2016.05.068 | - |
dc.gir.id | AR/0000004865 | - |
dc.type.version | info:eu-repo/semantics/submittedVersion | - |
Aparece en las colecciones: | Articles cientÍfics Articles |
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2016_CHB_effects of emotion management on time management.pdf | 922,59 kB | Adobe PDF | Visualizar/Abrir |
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