【作 者】：
杨玉芹， 袁凯程， SALAS-PILCO Sdenka Zobeida， 张若男， 庞世燕
【关 键 词 】：
反思性评价； 学习分析； 认知情绪； 情绪调节； 知识创新
【栏 目】：
学习环境与资源
【中文摘要】：
研究创设了融合反思性评价的知识建构教学设计，以帮助大学生进行高效的认知情绪调节，旨在探究数据支持的反思性评价支持大学生认知情绪调节的效果及其作用过程。为此，研究采用准实验研究（实验班41人，对照班36人），以大学生的在线讨论话语作为主要数据。首先，通过内容分析与滞后序列分析揭示了数据支持的反思性评价对认知情绪调节的积极作用，其次，通过认知网络分析发现了反思性评价支持高效认知情绪调节的作用过程，即通过帮助大学生应用和发展元认知能力，促进大学生对认知情绪持续的进行计划、监控与反思，进而投入积极的认知情绪调节。这些研究结果不仅能够帮助我们全面深入地理解反思性评价、元认知与认知情绪之间的关系以及反思性评价的作用过程，也对致力于创设技术支持的教学设计以帮助学生进行高效的情绪与动机调节及发展高阶能力的研究者与实践者具有重要的启示意义。
【英文摘要】：
This study creates a knowledge-building instructional design incorporating reflective assessment to support cognitive emotion regulation of college students, with the aim of exploring the effectiveness of data-supported reflective assessment in supporting cognitive emotion regulation among college students and the process by which it works. To this end, this study adopts a quasi-experimental study (41 students in the experimental class and 36 students in the control class), using college students' online discussion discourse as the primary data. First, the positive effect of data-supported reflective assessment on cognitive emotion regulation has been revealed through content analysis and lag sequential analysis. Second, the working process of the reflective assessment in supporting efficient cognitive emotion regulation has been identified through cognitive network analysis, that is, college students are promoted to apply and develop their meta-cognitive skills, to continuously plan, monitor and reflect on their cognitive emotions, and thus engage in positive cognitive emotion regulation. These findings can not only help people comprehensively and deeply understand the relationship between reflective assessment, metacognition and cognitive emotion, but also the process of reflective assessment. At the same time, they also have important implications for researchers and practitioners who are committed to creating technology-supported instructional design to help students engage in efficient emotional and motivational regulation and develop higher-order abilities.