基于项目的协作学习中的情绪调节:在学术英语课堂上的实证研究
Lu Huang1,2, Ruiying Wang3,4, Jinlong Han2
1School of Information Technology in Education, South China Normal University, Guangzhou, China.
Frontiers in psychology
|July 4, 2024
概括
在基于项目的协作学习 (PBCL) 中,学生面临着社会情感方面的挑战. 有效的协作需要自我调节和小组策略来应对这些挑战,影响学习成果.
科学领域:
- 教育心理学教育心理学
- 协作式学习是一种协作式学习.
- 社会情感学习 社交情感学习
背景情况:
- 基于项目的协作学习 (PBCL) 很受欢迎,但经常受到学生挑战的阻碍.
- 成功的协作需要管理认知,动机和社会情感方面的困难.
- 社会共享的情绪调节越来越多地与自我和共同调节一起研究.
研究的目的:
- 确定学生在PBCL中面临的社会情感挑战.
- 探索学生如何在小组内自我调节和共同调节以完成项目.
- 了解情绪调节和协作进步之间的相互作用.
主要方法:
- 在一个学术英语课堂上使用了一种准实验性设计.
- 三十八名学生参加,自我报告挑战和法规.
- 进行了定性分析和对两个组的案例研究.
主要成果:
- 在PBCL期间,学生们遇到了各种各样的社会情感挑战.
- 观察到不同程度的自我监管,共同监管和社会共享监管.
- 监管策略的有效性与合作成果和经验有关.
结论:
- 社会情绪调节对于成功的PBCL至关重要.
- 教学干预应支持社会共享的监管策略.
- 了解这些动态可以改善协作式学习环境.
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