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The impact of socio-emotional factors on learning processes considering neurobiological processes

Diana Raufelder1* and Sonja Mohr1
  • 1 Berlin Institute of Technology, Institute of Education, Germany

This study focuses on the investigation of associations between social and emotional aspects of relationships in school (teacher, peers) and academic success. The theoretical framework is based on an interdisciplinary approach, considering recent scientific findings concerning the teacher-student-relationship [9],[8], the student-student-relationship [7],[1] as well as the impact of school culture and climate [2],[3],[6] and neurobiological brain processes [5],[4].
By using a triangulative methodology the complexity of the interdependencies between social, emotional factors, and learning processes can be illustrated. In a first methodological step we established a typology of different types of learners via Cluster-Analysis and identified individual variations in learning associated social and emotional factors. The pilot study has been conducted in secondary schools in Berlin, Germany. The sample contains 513 students in eighth grade age 12 to 16 years (mean = 14.03). The second methodological step in this the study will be the accomplishment of functional magnetic resonance imaging (fMRI) as to analyse (neuro-) biological factors that affect emotional learning processes. We will determine if the brain structures of the identified types of learners are different, in particular concerning information processing to include biological determinants. In a third step qualitative methodology (interviews and focus groups) will be used to examine the typology from a cultural-anthropological perspective. The methodological design of the study allows to consider learning processes in terms of educational-psychological, cultural as well as (neuro-)biological factors. In regard to that predictions if the classification of the types is either flexible or solid can be devised.
The interdisciplinary contribution provides the enhancement of empirically founded educational research. Especially the integration of anthropological and neuroscientific research methodology helps to understand the complexity of learning processes comprehensively.

References

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2. Eder, F. (2006). Schul- und Klassenklima. In D. Rost (Eds.), Handwörterbuch Pädagogische Psychologie (pp. 578–586). Weinheim: Beltz.

3. Fend, H. (2003). Entwicklungspsychologie des Jugendalters. Opladen: Leske & Budrich.

4. Geak, J. & Cooper, P. (2003). Cognitive Neuroscience: implications for education? Westminster Studies in Education, 26, 7-20.

5. Goswami, U. (2004). Neuroscience und Education. British Journal of Educational Psychology, 74, 1-14.

6. Hascher, T. (2004). Schule positiv erleben. Ergebnisse und Erkenntnisse zum Wohlbefinden von Schülerinnen und Schülern. Bern: Haupt.

7. Klem, A. M. & Connell, J. P. (2004). Relationships Matter: Linking Teacher Support to Student Engagement and Achievement. Download (03.01.09): www.irre.org/publications/pdfs/Klem_and_Connell_2004_JOSH_article.pdf

8. Raufelder, D. (2007). Von Machtspielen zu Sympathiegesten. Marburg: Tectum.

9. Schweer, M. (2008). Lehrer-Schüler-Interaktion. Pädagogisch-psychologische Aspekte des Lehrens und Lernens in der Schule. Wiesbaden: VS.

Conference: EARLI SIG22 - Neuroscience and Education, Zurich, Switzerland, 3 Jun - 5 Jun, 2010.

Presentation Type: Poster Presentation

Topic: Motivation and emotion

Citation: Raufelder D and Mohr S (2010). The impact of socio-emotional factors on learning processes considering neurobiological processes. Front. Neurosci. Conference Abstract: EARLI SIG22 - Neuroscience and Education. doi: 10.3389/conf.fnins.2010.11.00020

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Received: 28 May 2010; Published Online: 28 May 2010.

* Correspondence: Diana Raufelder, Berlin Institute of Technology, Institute of Education, Berlin, Germany, raufelder@gmx.de