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Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Published on: February 11, 2017

Emotion control in collaborative learning situations: do students regulate emotions evoked by social challenges?

Hanna Järvenoja¹, Sanna Järvelä

¹University of Oulu, Oulu, Finland. hanna.jarvenoja@oulu.fi

The British Journal of Educational Psychology

|February 12, 2009

Summary

Students can collaboratively regulate emotions during group learning, complementing individual self-regulation. This research explores social dynamics and emotional challenges in collaborative learning environments.

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Area of Science:

Educational Psychology
Social Psychology
Learning Sciences

Background:

Self-regulated learning (SRL) integrates cognitive and motivational aspects of learning.
SRL is typically viewed as an individual process, with social factors in the background.
Emerging research explores socially shared regulation processes complementing individual self-regulation.

Purpose of the Study:

Investigate socio-emotional challenges in collaborative learning.
Examine students' emotion regulation during these challenges.
Analyze the interplay between individual and group emotion regulation.

Main Methods:

63 teacher education students participated in groups of 3-5.
Three collaborative learning tasks were conducted.
The Adaptive Instrument for the Regulation of Emotions was used post-task.

Main Results:

Students encountered diverse social challenges during collaboration.
Both self-regulation and shared regulation strategies were reported.
Group dynamics stem from individual and social collaborative elements.

Conclusions:

Students demonstrate capacity for both individual and collaborative emotion regulation.
Findings enhance understanding of social emotional regulation in collaborative learning.