Affective states and regulation of learning during socio-emotional interactions in secondary school collaborative groups

The potential of biophysiology for understanding motivation, engagement and learning experiences

BACKGROUND AND AIMS

Integrative models applied to human learning and performance emphasize the joint operation of biological, psychological, social, and educational processes to fully understand human functioning. Educational psychology researchers have typically emphasized psycho-educational and psycho-social factors in motivation, engagement and learning, but do not often consider the biophysiological factors.

RESULTS

This Editorial and Special Issue advances current understanding on the role of biophysiological factors and processes in students' and teachers' motivation, engagement, and learning experiences, by showcasing recent educational research that included biophysiological measures and methods.

CONCLUSIONS

As we discuss, conducting integrative biophysiological and psycho-educational research has potential to derive vital substantive, methodological, and applied insights that provide a rigorous basis for more effective educational theory, research, and practice.

Mind and body in students' and teachers' engagement: New evidence, challenges, and guidelines for future research

BACKGROUND AND AIMS

Traditionally, research in educational psychology has neglected the physiological foundations of motivation, emotion, engagement, and learning. Recent studies have made substantial progress to more fully consider physiological processes, as documented in the contributions to this special issue. In this commentary, I summarize their findings, discuss strengths and weaknesses, and outline directions for future research.

RESULTS

The studies showcase how physiological indicators can be integrated in research in educational psychology. The resulting findings document links between cardiovascular, electrodermal, and hormonal parameters as well as physical activity and a range of mental and behavioural processes in educational settings. Together, they attest to the critical role of physiological processes in students' and teachers' engagement. However, most of the studies used small samples and correlational designs, and not all of the findings were consistent.

FUTURE DIRECTIONS

To inform theory and practice in evidence-based ways, we need to make further headway in building a cumulative, coherent knowledge base. To this end, it may be helpful to more precisely specify the status of physiological indicators; secure construct symmetry of physiological, mental, and behavioural variables; use causal designs and within-person analysis; include sufficiently powered samples of participants and measurement occasions; employ multiple indicators and assessments to increase reliability and specificity; define the time windows and lags of assessments that are suited to capture physiological processes and their functions; and consider the role of socio-cultural contexts.