Module EDUC49130: Emotion Regulation in Educational Contexts

Department: Education

EDUC49130: Emotion Regulation in Educational Contexts

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To develop a comprehensive understanding of the theoretical, practical, and educational implications of emotion and emotion regulation.

Content

• Comprehensive coverage of major theoretical models explaining emotions, emotion generation and expression
• Examining the significance of emotions in personal development, interpersonal relationships, and educational outcomes such as learning, motivation and interpersonal dynamics.
• A comprehensive examination of emotion regulation (both intrinsic and extrinsic) and how the cognitive, behavioural, and physiological approaches influence educational environments, and personal outcomes
• Examination of how cultural and contextual factors shape emotional experiences and regulation in educational settings.
• Developing a critical perspective of research methods used in emotion studies, and analysis of real-word research to illustrate the application of these theories in educational settings.

Learning Outcomes

• Articulate understanding of key theories and models related to emotion and emotion regulation and their relevance to education.
• Evaluate the multifaceted role of emotions in personal development, learning dynamics, and interpersonal communication.
• Understanding of the mechanisms underlying intrinsic and extrinsic emotion regulation and their implications for well-being, academic performance, and interpersonal relationships.
• Critically assess the influence of cultural and contextual factors on emotion experience and regulation within an educational context.
• Acquired knowledge and critical understanding of designing and executing a well-considered, well-designed research study

• Apply theoretical knowledge of emotion and emotion regulation to analyse and interpret emotional dynamics in educational contexts.
• Apply practical knowledge of emotion and emotion regulation (intrinsic and extrinsic) to specific situations both personal and educational.
• Critically evaluate research in order to make informed decisions about how to apply research findings and recommendations within an educational context.
• Formulate and use arguments regarding the application of emotion and emotion regulation knowledge theories and evidence to address practical challenges within education.

• To learn independently including the capability to plan, manage, and to reflect on their own learning (e.g., working to deadlines)
• To further develop informed criticality and to construct and sustain a reasoned argument
• To use written and spoken communication skills effectively (and efficiently) with appropriate use of specialist vocabulary, underpinned by knowledge and understanding on emotion-related issues
• To retrieve complex information of diverse kinds in a structured and systematic way, including the use of a variety of library and IT resources
• Critically analyse and present arguments, using theoretical sources and empirical evidence.
• Use computer and information technology (including internet use, word processing, spreadsheets, survey design platforms and statistical software). Communicate ideas effectively, both orally and in writing.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Learning in this module is facilitated through intensive workshops and is supported by resources on the virtual learning environment (VLE). This program of workshops, practical tasks, and self-guided learning will help familiarise students with concepts, ideas, and arguments. Independent study provides opportunities to deepen their understanding and to apply their knowledge to a range of professionally relevant, practical contexts. Activities in lectures and seminars include a variety of active learning approaches including discussion, group work, presentations, question and answer sessions, and individual tasks and will facilitate a more in-depth student engagement with themes and issues raised in the teaching sessions. Preparation for the assessments involves students in wide reading and critical reflection on the topics covered in the module.
• The success with which students have acquired knowledge and a critical understanding of emotion and emotion regulation will be assessed via two written assessments totalling 1500 words, and an in-class group presentation. A short quiz will be administered during each seminar, and the final 5% of the grade will be based on the average of the top three quiz scores earned throughout the term. In addition to verbal feedback given to students' contributions during class teaching sessions (i.e., lectures and seminars), but also via online tools (shared documents or discussion boards), the preparation for the summative assessment is supported by the opportunity to receive formative feedback on an outline of the assignment.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Verbal feedback is given to students' contribution during class teaching sessions. Staff can be contacted for individual help. Written formative feedback is provided for draft work or task plan [400 words max.]

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University