Supporting groups’ emotion and motivation regulation during collaborative learning |
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| Institution: | 1. Faculty of Education, University of Oulu, P.O. Box 2000, FI-90014, Finland;2. University of Oulu, Finland;3. Telecom ParisTech, Centre National de la Recherche Scientifique, 6 rue Barrault, 75634 Paris Cedex 13, France |
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| Abstract: | 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. |
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| Keywords: | Motivation Emotions Co-regulation Socially shared regulation Collaborative learning |
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