COMPUTER-SUPPORTED COLLABORATIVE LEARNING AS A PREDICTOR OF SELF-EFFICACY AND EPISTEMIC EMOTIONS IN HIGHER EDUCATION STUDENTS IN MEXICO

Abstract

Objectives. This study investigated the predictive effect of computer-supported collaborative learning (CSCL) on self-efficacy and epistemic emotions in college students. Material and methods. A quantitative randomized experimental design was used with 191 Mexican university students from the Psychology degree program at the Autonomous University of Baja California. Participants were randomly assigned to either a collaborative group or a non-collaborative group. Both groups completed the Online Learning Self-Efficacy Scale and the Epistemic Emotions Scales before and after solving the Cognitive Reflection Test. Results. The results showed that the collaborative group reported significantly higher levels of surprise, confusion and anxiety after solving the Cognitive Reflection Test, but lower levels of curiosity. The non-collaborative group showed significant differences in surprise, confusion, and frustration. Comparing both groups in the posttest, the collaborative group showed higher levels of excitement and lower levels of boredom. The regression analysis showed that CSCL does not predict self-efficacy, but it does predict epistemic emotions, particularly anxiety and boredom. Conclusions. The findings suggest that CSCL can be a valuable tool for fostering positive epistemic emotions in college students, such as curiosity and excitement. However, more research is needed to understand the relationship between CSCL and self-efficacy, as well as the role of negative epistemic emotions in collaborative learning.

Keywords

• computer-supported collaborative learning
• self-efficacy
• epistemic emotions
• higher education students