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ERIC Number: EJ1162621
Record Type: Journal
Publication Date: 2017
Pages: 24
Abstractor: As Provided
ISSN: ISSN-1359-8139
Emphasis on Emotions in Student Learning: Analyzing Relationships between Overexcitabilities and the Learning Approach Using Bayesian MIMIC Modeling
De Bondt, Niki; Van Petegem, Peter
High Ability Studies, v28 n2 p225-248 2017
The aim of this study is to investigate interrelationships between overexcitability and learning patterns from the perspective of personality development according to Dabrowski's theory of positive disintegration. To this end, Bayesian structural equation modeling (BSEM) is applied which allows for the simultaneous inclusion in the measurement model of all, approximate zero cross-loadings and residual covariances based on zero-mean, small-variance priors, and represents substantive theory better. Our BSEM analysis with a sample of 516 students in higher education yields positive results regarding the validity of the model, in contrast to a frequentist approach to validation, and reveals that overexcitability--the degree and nature of which is characteristic of the potential for advanced personality development, according to Dabrowski's theory--is substantially related to the way in which information is processed, as well as to the regulation strategies that are used for this purpose and to study motivation. Overexcitability is able to explain variations in learning patterns to varying degrees, ranging from weakly (3.3% for reproduction-directed learning for the female group) to rather strongly (46.1% for meaning-directed learning for males), with intellectual overexcitability representing the strongest indicator of deep learning. This study further argues for the relevance of including emotion dynamics--taking into account their multilevelness--in the study of the learning process.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Grant or Contract Numbers: N/A