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The relationship between different emotions with situational (e.g., academic) and dispositional (chronic) procrastination was examined extensively in the literature since the early days of procrastination research. A review of empirical studies over the past 40 years might shed light on the role of emotions in procrastination in different contexts with different populations. The current paper reviewed 83 studies (from 1977 to 2021) exploring the relationship between 9 different emotions and situational and dispositional procrastination. The emotions examined, listed in the order of the extent of focus of scholarly research are: anxiety, fear, shame, guilt, regret, boredom, frustration, anger, and revenge. Findings highlight the important role of emotions as motives, antecedents, correlates, or consequences of situational and dispositional procrastination. Based on the findings, a lack of a comprehensive theory summarizing dispositional and situational procrastination is pointed out and avenues for future research are outlined and recommended., Author(s): Reza Feyzi Behnagh [sup.1] , Joseph R. Ferrari [sup.2] Author Affiliations: (1) grid.189747.4, 0000 0000 9554 2494, Department of Educational Theory & Practice University at Albany, State University of [...]

Existing research has looked at the potentials, affordances and the productive use of educational technologies to support collaborative learning. Many of these technology tools are purportedly constructed under principles of social constructivist theory of learning. It is timely to examine whether and how these tools, their affordances, and the way they are pedagogically implemented have adhered to and expanded the theory of constructivism. This paper examines a class of constructivist learning technologies called computer-supported collaborated learning (CSCL) in terms of their affordances in light of socio-cultural theory of learning and socially shared regulation of learning. We argue that CSCL tools adhere to most of the tenets of constructivism and shared regulation of learning in terms of social outcomes and productive use and discuss gaps where constructivist educational technology tools and the associated pedagogical practices need to be improved (such as addressing inequalities of access).

In this commentary, I consider different theoretical and methodological aspects of Davis and Bellocchi's study. I begin by identifying definitions of constructs of emotions and emotional energy. Next, I offer an alternative perspective for the reported findings in light of the control-value theory of achievement emotions. After that, I discuss different methods of measuring emotions, focusing specially on their merits and shortcomings. The paper then ends with a discussion about the important contributions of Davis and Bellocchi's study wherein I outline a number of points science education researchers could consider in studying emotions. [This commentary addresses theoretical and methodological aspect of Davis and Bellocchi's (2019) study entitled: "Intensity of Emotional Energy in Situated Cultural Practices of Science Education."]

In this study, we examined the effect of two metacognitive scaffolds on the accuracy of confidence judgments made while diagnosing dermatopathology slides in SlideTutor. Thirty-one (N = 31) first- to fourth-year pathology and dermatology residents were randomly assigned to one of the two scaffolding conditions. The cases used in this study were selected from the domain of nodular and diffuse dermatitides. Both groups worked with a version of SlideTutor that provided immediate feedback on their actions for 2 h before proceeding to solve cases in either the "Considering Alternatives" or "Playback" condition. No immediate feedback was provided on actions performed by participants in the scaffolding mode. Measurements included learning gains (pre-test and post-test), as well as metacognitive performance, including Goodman-Kruskal Gamma correlation, bias, and discrimination. Results showed that participants in both conditions improved significantly in terms of their diagnostic scores from pre-test to post-test. More importantly, participants in the Considering Alternatives condition outperformed those in the "Playback" condition in the accuracy of their confidence judgments and the discrimination of the correctness of their assertions while solving cases. The results suggested that presenting participants with their diagnostic decision paths and highlighting correct and incorrect paths helps them to become more metacognitively accurate in their confidence judgments.

In this commentary, I consider different theoretical and methodological aspects of Davis and Bellocchi's study. I begin by identifying definitions of constructs of emotions and emotional energy. Next, I offer an alternative perspective for the reported findings in light of the control-value theory of achievement emotions. After that, I discuss different methods of measuring emotions, focusing specially on their merits and shortcomings. The paper then ends with a discussion about the important contributions of Davis and Bellocchi's study wherein I outline a number of points science education researchers could consider in studying emotions. [ABSTRACT FROM AUTHOR]