Supporting groups ’ emotion and motivation regulation during collaborative learning
This study investigates when and how students activate co- and socially shared emotion and motivation regulation in collaborative learning and whether the S-REG mobile application tool can support this regulation. In a mathematics course, 44 higher education students worked with a collaborative assignment. The S-REG tool traced groups' emotional and motivational states in different sessions, and the occurrence of co-regulation and shared regulation of motivation and emotions were coded from video-recorded collaborative work (44 h). The groups activated more co-regulation than shared regulation of emotions and motivation, but the shared-regulation episodes were longer-lasting. The groups’ emotional and motivational states were associated with the occurrence of co-regulation in the beginning of the learning sessions. The results suggest that the S-REG tool balanced collaboration by prompting the groups to regulate emotions and motivation right in the beginning of the motivationally and emotionally challenging learning sessions.
Wulf R össler, Jules Angst, Vladeta Ajdacic-Gross, Helene Haker, Sofian Berrouiguet, Mariam Ujeyl, Nicholas Glozier, Michael P. Hengartner
J ürgen Fuchshuber, Michaela Hiebler-Ragger, Adelheid Kresse, Hans-Peter Kapfhammer, Human F. Unterrainer
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Many famous studies of human behavior cannot be reproduced. Even so, they revealed aspects of our inner lives that feel true.
PMID: 30005795 [PubMed - in process]