Réguler ses émotions quand on apprend,oui mais pourquoi ? Motivations à réguler ses émotions,buts émotionnels et stratégies de régulation émotionnelle mises en œuvre par des étudiants universitaires primo-arrivants en situation de préparation d’examen

Studying for the first exam period is a big challenge for freshmen students, especially because they must be able to regulate emotions emerging from this new learning situation. Indeed, it is now recognized that cognitions and emotions interact in learning and that emotion can hinder or support it. However, we argue that it is not only emotions per se but rather how students manage them in the targeted situation (i.e. their emotional regulation skills) that impacts students’ adaptation to this academic context. Using an online survey, this study explored motives in emotion regulation, emotion goals and concrete emotion regulation strategies implemented by students during the preparation of a significant course evaluation. It focuses both on “why” students engage in emotion regulation in the target situation and on “how” this regulation is implemented. A thematic content analysis, processing the data of the 235 respondents, indicates that different motivations in emotion regulation are present among students (hedonic and instrumental motivations to regulate emotions) and that these motivations can be plural among the same students. When instrumental and hedonic motivations are both reported, although the students’ discourse argues that hedonic motivation (feeling good/better) is at the service of instrumental motivation (studying the course), concrete SRE prioritize well-being, through distraction from the course, more than the study of the course (the SRE rarely supports learning). In addition, the most reported emotion regulation strategy is distraction from the course (taking a break and doing something to distract yourself from the course), even in the absence of motivational conflicts. As a result, the theoretical model of motivated regulation (Tamir, 2009; Tamir, 2015) applied to this learning situation offers an innovative reading of why and how university students attempt to manage their emotions in order to learn successfully. Although the current study approaches only the conscious side of emotion regulation, it provides an original perspective on this complex phenomenon without ignoring the context in which it emerges. Finally, this insight should help students, teachers and educational coaches to see emotion regulation as necessary for learning and to set up pedagogical and coaching practices that support the development of SRE, adapted to the learning situation and linked to the emotional states that students wish to experiment in order to optimize learning.     

Kantian Ethics: After Darwin

In this article I reevaluate Immanuel Kant's moral philosophy from a post–Darwinian perspective. Taking an evolutionary approach to human reasoning and incorporating some recent work on the science of the emotions, I argue that the Kantian bifurcation of reason and emotion, which underlies his moral philosophy, is no longer tenable. Kant's practical defense of his ethics as being the only option that can save morality from the dangers posed by naturalism is also considered and rejected. Instead, I argue that an evolutionary view of reason and emotion can provide an adequate ground for morality and explore the possibility and advantages of such an ethics.     

Reflexive Principlism as an Effective Approach for Developing Ethical Reasoning in Engineering

An important goal of teaching ethics to engineering students is to enhance their ability to make well-reasoned ethical decisions in their engineering practice: a goal in line with the stated ethical codes of professional engineering organizations. While engineering educators have explored a wide range of methodologies for teaching ethics, a satisfying model for developing ethical reasoning skills has not been adopted broadly. In this paper we argue that a principlist-based approach to ethical reasoning is uniquely suited to engineering ethics education. Reflexive Principlism is an approach to ethical decision-making that focuses on internalizing a reflective and iterative process of specification, balancing, and justification of four core ethical principles in the context of specific cases. In engineering, that approach provides structure to ethical reasoning while allowing the flexibility for adaptation to varying contexts through specification. Reflexive Principlism integrates well with the prevalent and familiar methodologies of reasoning within the engineering disciplines as well as with the goals of engineering ethics education.     

Gaming, Texting, Learning? Teaching Engineering Ethics Through Students’ Lived Experiences With Technology

This paper examines how young peoples’ lived experiences with personal technologies can be used to teach engineering ethics in a way which facilitates greater engagement with the subject. Engineering ethics can be challenging to teach: as a form of practical ethics, it is framed around future workplace experience in a professional setting which students are assumed to have no prior experience of. Yet the current generations of engineering students, who have been described as ‘digital natives’, do however have immersive personal experience with digital technologies; and experiential learning theory describes how students learn ethics more successfully when they can draw on personal experience which give context and meaning to abstract theories. This paper reviews current teaching practices in engineering ethics; and examines young people’s engagement with technologies including cell phones, social networking sites, digital music and computer games to identify social and ethical elements of these practices which have relevance for the engineering ethics curricula. From this analysis three case studies are developed to illustrate how facets of the use of these technologies can be drawn on to teach topics including group work and communication; risk and safety; and engineering as social experimentation. Means for bridging personal experience and professional ethics when teaching these cases are discussed. The paper contributes to research and curriculum development in engineering ethics education, and to wider education research about methods of teaching ‘the net generation’.     

Using Insights from Applied Moral Psychology to Promote Ethical Behavior Among Engineering Students and Professional Engineers

In this essay I discuss a novel engineering ethics class that has the potential to significantly decrease the likelihood that students (and professionals) will inadvertently or unintentionally act unethically in the future. This class is different from standard engineering ethics classes in that it focuses on the issue of why people act unethically and how students (and professionals) can avoid a variety of hurdles to ethical behavior. I do not deny that it is important for students to develop cogent moral reasoning and ethical decision-making as taught in traditional college-level ethics classes, but as an educator, I aim to help students apply moral reasoning in specific, real-life situations so they are able to make ethical decisions and act ethically in their academic careers and after they graduate. Research in moral psychology provides evidence that many seemingly irrelevant situational factors affect the moral judgment of most moral agents and frequently lead agents to unintentionally or inadvertently act wrongly. I argue that, in addition to teaching college students moral reasoning and ethical decision-making, it is important to: 1. Teach students about psychological and situational factors that affect people’s ethical judgments/behaviors in the sometimes stressful, emotion-laden environment of the workplace; 2. Guide students to engage in critical reflection about the sorts of situations they personally might find ethically challenging before they encounter those situations; and 3. Provide students with strategies to help them avoid future unethical behavior when they encounter these situations in school and in the workplace.     

A Systematic Approach to Engineering Ethics Education

Engineering ethics education is a complex field characterized by dynamic topics and diverse students, which results in significant challenges for engineering ethics educators. The purpose of this paper is to introduce a systematic approach to determine what to teach and how to teach in an ethics curriculum. This is a topic that has not been adequately addressed in the engineering ethics literature. This systematic approach provides a method to: (1) develop a context-specific engineering ethics curriculum using the Delphi technique, a process-driven research method; and (2) identify appropriate delivery strategies and instructional strategies using an instructional design model. This approach considers the context-specific needs of different engineering disciplines in ethics education and leverages the collaboration of engineering professors, practicing engineers, engineering graduate students, ethics scholars, and instructional design experts. The proposed approach is most suitable for a department, a discipline/field or a professional society. The approach helps to enhance learning outcomes and to facilitate ethics education curriculum development as part of the regular engineering curriculum.     

典型教育情境中教师的情绪预测准确性

采取师生配对研究设计,选择典型教育情境,系统考察了教师对学生情绪预测的准确性。跨样本、跨情境的三个现场研究结果表明：教师未能准确预测学生情绪,出现了明显的预测偏差。较之基本情绪,教师对学生复杂情绪的预测更不准确;较之低唤醒情绪,教师对高唤醒情绪的预测更不准确;尽管教师预测不准,但并未出现明显的高低估趋势。研究贴近教育实际,具有良好的生态学效度,并在情绪测量方法、准确性统计指标方面进行了新的探索。     

Incorporating Global Components into Ethics Education

Ethics is central to science and engineering. Young engineers need to be grounded in how corporate social responsibility principles can be applied to engineering organizations to better serve the broader community. This is crucial in times of climate change and ecological challenges where the vulnerable can be impacted by engineering activities. Taking a global perspective in ethics education will help ensure that scientists and engineers can make a more substantial contribution to development throughout the world. This paper presents the importance of incorporating the global and cross culture components in the ethic education. The authors bring up a question to educators on ethics education in science and engineering in the globalized world, and its importance, necessity, and impendency. The paper presents several methods for discussion that can be used to identify the differences in ethics standards and practices in different countries; enhance the student’s knowledge of ethics in a global arena.     

Conditional Reasoning and Emotional Experience: A Review of the Development of Counterfactual Thinking

What do human beings use conditional reasoning for? A psychological consequence of counterfactual conditional reasoning is emotional experience, in particular, regret and relief. Adults’ thoughts about what might have been influence their evaluations of reality. We discuss recent psychological experiments that chart the relationship between children’s ability to engage in conditional reasoning and their experience of counterfactual emotions. Relative to conditional reasoning, counterfactual emotions are late developing. This suggests that children need not only competence in conditional reasoning, but also to engage in this thinking spontaneously. Developments in domain general cognitive processing (the executive functions) allow children to develop from conditional reasoning to reasoning with counterfactual content and, eventually, to experiencing counterfactual emotions.     

先前学业成就与学习动机、策略的关系:学业情绪的中介作用

采用整群抽样法抽取高中生670名,分别用学业情绪问卷、学习动机问卷和学习策略问卷来探讨学业情绪在先前学业成就与学习动机、学习策略之间的中介作用。以学业情绪的控制-价值理论和认知-动机模型为基础,运用偏差矫正百分位的非参数Bootstrap法对学业情绪的中介作用进行检验,结果发现:积极学业情绪在先前学业成就与学习策略、学习动机间起完全中介效应;消极学业情绪在先前学业成就与学习策略、学习动机间起部分中介效应。     

Professional education of psychologists using online problem‐based learning methods: Experience at Charles Sturt University

Abstract: Problem‐based learning (PBL) is a pedagogical approach to professional training that emphasises the development of clinical reasoning skills and self‐directed learning. In contrast to more traditional lecture‐based approaches that focus upon the linear acquisition of course content, PBL is undertaken in the context of actual case presentations. Although PBL has been adopted widely in the professional training of medical practitioners and nurses, it is only just beginning to be used in the professional education of psychologists. This paper examines the nature and benefits of PBL for education in clinical and forensic psychology by outlining its implementation and development at Charles Sturt University, located in a rural area of Australia. Although a full and independent evaluation of PBL for education in clinical or forensic psychology is yet to be undertaken, this paper argues that PBL can make a significant contribution to professional training in psychology.     

Comparison of Engagement with Ethics Between an Engineering and a Business Program

Increasing university students’ engagement with ethics is becoming a prominent call to action for higher education institutions, particularly professional schools like business and engineering. This paper provides an examination of student attitudes regarding ethics and their perceptions of ethics coverage in the curriculum at one institution. A particular focus is the comparison between results in the business college, which has incorporated ethics in the curriculum and has been involved in ethics education for a longer period, with the engineering college, which is in the nascent stages of developing ethics education in its courses. Results show that student attitudes and perceptions are related to the curriculum. In addition, results indicate that it might be useful for engineering faculty to use business faculty as resources in the development of their ethics curricula.     

Teaching research ethics: Can web-based instruction satisfy appropriate pedagogical objectives?

Ethical tasks faced by researchers in science and engineering as they engage in research include recognition of moral problems in their practice, finding solutions to those moral problems, judging moral actions and engaging in preventive ethics. Given these issues, appropriate pedagogical objectives for research ethics education include (1) teaching researchers to recognize moral issues in their research, (2) teaching researchers to solve practical moral problems in their research from the perspective of the moral agent, (3) teaching researchers how to make moral judgments about actions, and (4) learning to engage in preventive ethics. If web-based research ethics education is intended to be adequate and sufficient for research ethics education, then it must meet those objectives. However there are reasons to be skeptical that it can.     

A psychological model that integrates ethics in engineering education

Ethics has become an increasingly important issue within engineering as the profession has become progressively more complex. The need to integrate ethics into an engineering curriculum is well documented, as education does not often sufficiently prepare engineers for the ethical conflicts they experience. Recent research indicates that there is great diversity in the way institutions approach the problem of teaching ethics to undergraduate engineering students; some schools require students to take general ethics courses from philosophical or religious perspectives, while others integrate ethics in existing engineering courses. The purpose of this paper is to propose a method to implement the integration of ethics in engineering education that is pedagogically based on Kohlberg’s stage theory of moral development.     

Data versus Spock: lay theories about whether emotion helps or hinders

The android Data from Star Trek admired human emotion whereas Spock viewed emotion as irrational and maladaptive. The theory that emotions fulfil adaptive functions is widely accepted in academic psychology but little is known about laypeople’s theories. The present study assessed the extent to which laypeople share Data’s view of emotion as helpful or Spock’s view of emotion as a hindrance. We also assessed how help and hinder theory endorsement were related to reasoning, emotion regulation, and well-being. Undergraduates (N?=?630) completed a stressful timed reasoning task and questionnaires that assessed their theories of emotion, emotion regulation strategies, happiness, and social support. Overall, participants viewed emotion more as a help than a hindrance. The more they endorsed the view that emotion helps, the better their reasoning scores. Endorsing a help theory also predicted the use of reappraisal which, in turn, predicted greater happiness and social support. In contrast, endorsing the view that emotion hinders was associated with emotion suppression and less social support. Thus, people’s theories about the functionality of emotion may have important implications for their reasoning and emotional well-being.     

关于情绪与推理的理论与实验研究进展

人们普遍认为情绪会影响推理活动,但长期以来缺乏实证研究的证据。文章总结近年来有关情绪对推理影响研究的实验证据,围绕情绪的两方面因素即情绪状态与情绪信息是否影响逻辑推理的问题,对情绪与推理的关系进行探讨。简要介绍了情绪与推理的理论假设以及其实验范式,主要介绍情绪与推理研究的新进展。     

The Importance of Formative Assessment in Science and Engineering Ethics Education: Some Evidence and Practical Advice

Recent research in ethics education shows a potentially problematic variation in content, curricular materials, and instruction. While ethics instruction is now widespread, studies have identified significant variation in both the goals and methods of ethics education, leaving researchers to conclude that many approaches may be inappropriately paired with goals that are unachievable. This paper speaks to these concerns by demonstrating the importance of aligning classroom-based assessments to clear ethical learning objectives in order to help students and instructors track their progress toward meeting those objectives. Two studies at two different universities demonstrate the usefulness of classroom-based, formative assessments for improving the quality of students’ case responses in computational modeling and research ethics.     

中学生的道德情绪内隐观研究

以974名14-18岁的中学生为被试,通过道德情绪的词汇评定和情境评定,考察中学生对典型道德情绪种类和道德情绪典型属性的认识。结果表明,中学生对典型道德情绪的认识涉及情境性、导向性、批评性、赞誉性等多种情绪类别,并在总体上更容易把正性情绪词汇认同为道德情绪。在判断与评价具体情境中的道德情绪过程中,中学生更倾向把无私和有私因素诱发的情绪显著地聚类区分,从而将无私诱因视为其认同道德情绪的典型标准,这种内隐观不受其学段、性别的影响和情绪效价效应的干扰。     

Student-Inspired Activities for the Teaching and Learning of Engineering Ethics

Ethics teaching in engineering can be problematic because of student perceptions of its subjective, ambiguous and philosophical content. The use of discipline-specific case studies has helped to address such perceptions, as has practical decision making and problem solving approaches based on some ethical frameworks. However, a need exists for a wider range of creative methods in ethics education to help complement the variety of activities and learning experiences within the engineering curriculum. In this work, a novel approach is presented in which first-year undergraduate students are responsible for proposing ethics education activities of relevance to their peers and discipline area. The students are prepared for the task through a short introduction on engineering ethics, whereby generic frameworks for moral and professional conduct are discussed, and discipline and student-relevance contexts provided. The approach has been used in four departments of engineering at Imperial College London, and has led to the generation of many creative ideas for wider student engagement in ethics awareness, reflection and understanding. The paper presents information on the premise of the introductory sessions for supporting the design task, and an evaluation of the student experience of the course and task work. Examples of proposals are given to demonstrate the value of such an approach to teachers, and ultimately to the learning experiences of the students themselves.     

Fostering learner autonomy and critical reflection through digital video-journals in a university foreign language course

Many studies have documented the benefits of incorporating reflective journals into foreign language education at university level, though the pedagogic tendency has been to utilise these valuable learning resources to enhance students’ written language skills. This study focuses on how the production of a digital reflective journal in video format can assist in the improvement of oral language abilities in tertiary students of Spanish as a foreign language. With spoken language as the driving vehicle for this assessment task, the course coordinator and educator in charge aimed to promote the development of learner autonomy and self-reflection. In addition, to foster students’ agency in this process, the task incorporated the use of modern digital technologies, which are part of the repertoire of communication channels used by today’s university language learners. Findings suggest that completing this self-reflection assessment task afforded creative teaching and learning experiences, and generated opportunities for learners to improve critical thinking skills, written language proficiency and oral communication. It also heightened their motivation to engage with language-related cultural knowledge, and minimised feelings of anxiety towards communicating verbally in a foreign language.