Mind and body in students' and teachers' engagement: New evidence, challenges, and guidelines for future research.
academic achievement
cortisol
educational psychology
electrodermal activity
emotion
engagement
heart rate
motivation
physical activity
review
Journal
The British journal of educational psychology
ISSN: 2044-8279
Titre abrégé: Br J Educ Psychol
Pays: England
ID NLM: 0370636
Informations de publication
Date de publication:
Apr 2023
Apr 2023
Historique:
received:
11
12
2022
accepted:
12
12
2022
medline:
25
4
2023
pubmed:
10
1
2023
entrez:
9
1
2023
Statut:
ppublish
Résumé
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. 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. 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.
Sections du résumé
BACKGROUND AND AIMS
OBJECTIVE
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
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
CONCLUSIONS
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.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
227-238Informations de copyright
© 2023 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.
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