ERIC Number: EJ1172617
Record Type: Journal
Publication Date: 2018-Apr
Abstractor: As Provided
Regulation and Socio-Emotional Interactions in a Positive and a Negative Group Climate
Bakhtiar, Aishah; Webster, Elizabeth A.; Hadwin, Allyson F.
Metacognition and Learning, v13 n1 p57-90 Apr 2018
Collaboration in an online environment can be a socially and emotionally demanding task. It requires group members to engage in a great deal of regulation, where favourable emotions need to be sustained for the group's productive functioning. The purpose of this cross-case analysis was to examine the interplay of two groups' regulatory processes, regulatory modes, and socio-emotional interactions that contribute to or are influenced by emotions and socio-emotional climate perceived in the group. Specifically, this study compared a group of 4 students unanimously reporting a positive climate to a group of 4 students unanimously reporting a negative climate after completing a 90-min online text-based collaborative assignment. By drawing on two data channels (i.e., observed regulatory actions and socio-emotional interactions during collaboration and self-reported data about emotional beliefs and perceptions), four contrasting group features emerged: (a) incoming conditions served as a foundation for creating a positive collaborative experience, (b) regulation of emotions during initial planning, (c) negative emotions served as a constraint for shared adaptation in the face of a challenge, and (d) encouragement and motivational statements served as effective strategies for creating a positive climate. Implications for researching and supporting emotion regulation in collaborative learning are discussed.
Descriptors: Cooperation, Computer Mediated Communication, Cooperative Learning, Assignments, Group Dynamics, Case Studies, Affective Behavior, Interpersonal Communication, Emotional Response, Self Control, Psychological Patterns, Educational Environment, Students
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Publication Type: Journal Articles; Reports - Research
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