Regulation and socio-emotional interactions in a positive and a negative group climate

Metacognition and Learning

Volumn 13, Issue 1, 2018, Pages 57-90

  Bakhtiar, Aishah ^a   Webster, Elizabeth A ^a   Hadwin, Allyson F ^a  

^a UNIVERSITY OF VICTORIA   (Canada)

Author keywords

Computer supported collaborative learning; Cross case analysis; Emotions; Regulation; Socio emotional interactions

Indexed keywords

EID: 85028569747     PISSN: 15561623     EISSN: 15561631     Source Type: Journal    
DOI: 10.1007/s11409-017-9178-x     Document Type: Article

References (68)

1. Ayoko, O. B., Konrad, A. M., & Boyle, M. V. (2012). Online work: Managing conflict and emotions for performance in virtual teams. European Management Journal, 30(2), 156–174. doi:10.1016/j.emj.2011.10.001.
2. Barbour, R. S. (2001). Checklists for improving rigour in qualitative research: A case of the tail wagging the dog? British Medical Journal, 322(7294), 1115.
3. Barron, B. (2003). When smart groups fail. The Journal of the Learning Sciences, 12(3), 307–359. doi:10.1207/S15327809JLS1203_1.
4. Boekaerts, M. (2011). Emotions, emotion regulation, and self-regulation of learning. In B. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 408–425). New York: Routledge.
5. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
6. Chiu, M. M., & Khoo, L. (2003). Rudeness and status effects during group problem solving: Do they bias evaluations and reduce the likelihood of correct solutions? Journal of Educational Psychology, 95(3), 506.
7. Derks, D., Fischer, A. H., & Bos, A. E. R. (2008). The role of emotion in computer-mediated communication: A review. Computers in Human Behavior, 24(3), 766–785. doi:10.1016/j.chb.2007.04.004.
8. Dillenbourg, P., & Tchounikine, P. (2007). Flexibility in macro-scripts for computer-supported collaborative learning. Journal of Computer Assisted Learning, 23(1), 1–13.
9. Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). Technology-enhanced learning. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder, & S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 3–19). doi:10.1007/978-1-4020-9827-7.
10. Duffy, M. C., & Shaw, J. D. (2000). The Salieri syndrome: Consequences of envy in groups. Small Group Research, 31(1), 3–23. doi:10.1177/104649640003100101.
11. Fransen, J., Kirschner, P. A., & Erkens, G. (2011). Mediating team effectiveness in the context of collaborative learning: The importance of team and task awareness. Computers in Human Behavior, 27(3), 1103–1113.
12. Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271–299.
13. Hadwin, A. F., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially-shared regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 65–84). New York: Routledge.
14. Hadwin, A. F., Järvelä, S., & Miller, M. (2017). Self-regulation, co-regulation and shared regulation in collaborative learning environments. In D. Schunk & J. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed.). New York: Routledge.
15. Janssen, J., Erkens, G., Kirschner, P. A., & Kanselaar, G. (2010). Task-related and social regulation during online collaborative learning. Metacognition and Learning, 7(1), 25–43.
16. Järvelä, S., & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25–39.
17. Järvelä, S., Järvenoja, H., & Veermans, M. (2008). Understanding dynamics of motivation in socially shared learning. International Journal of Educational Research, 47(1), 122–135.
18. Järvelä, S., Järvenoja, H., Malmberg, J., & Hadwin, A. F. (2013). Exploring socially shared regulation in the context of collaboration. Journal of Cognitive Education and Psychology, 12(3), 267–286.
19. Järvelä, S., Kirschner, P. A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., et al. (2015). Enhancing socially shared regulation in collaborative learning groups: Designing for CSCL regulation tools. Educational Technology Research and Development, 63(1), 125–142. doi:10.1007/s11423-014-9358-1.
20. Järvelä, S., Kirschner, P. A., Hadwin, A., Järvenoja, H., Malmberg, J., Miller, M., & Laru, J. (2016). Socially shared regulation of learning in CSCL: Understanding and prompting individual-and group-level shared regulatory activities. International Journal of Computer-Supported Collaborative Learning, 11(3), 263–280.
21. Järvenoja, H., & Järvelä, S. (2005). How students describe the sources of their emotional and motivational experiences during the learning process: A qualitative approach. Learning and Instruction, 15(5), 465–480. doi:10.1016/j.learninstruc.2005.07.012.
22. Järvenoja, H., & Järvelä, S. (2009). Emotion control in collaborative learning situations: Do students regulate emotions evoked by social challenges? The British Journal of Educational Psychology, 79, 463–481. doi:10.1348/000709909X402811.
23. Järvenoja, H., & Järvelä, S. (2013). Regulating emotions together for motivated collaboration. In M. Baker, J. Andriessen, & S. Järvelä (Eds.), Affective learning together: Social and emotional dimensions of collaborative learning. Routledge. doi:10.1007/978-1-4614-4842-6.
24. Jehn, K. A. (1997). A qualitative analysis of conflict types and dimensions in organizational groups. Administrative Science Quarterly, 42(3), 530–557.
25. Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5th ed.). Boston, MA: Allyn & Bacon.
26. Kempler, T. M., & Linnenbrink, E. A. (2006). Helping behaviors in collaborative groups in math: A descriptive analysis. In S. A. Karabenick & R. S. Newman (Eds.), Help seeking in academic settings: Goals, groups, and contexts (pp. 89–116). New York: Taylor & Francis.
27. Kleinginna Jr., P. R., & Kleinginna, A. M. (1981). A categorized list of emotion definitions, with suggestions for a consensual definition. Motivation and Emotion, 5(4), 345–379.
28. Kobbe, L., Weinberger, A., Dillenbourg, P., Harrer, A., Hämäläinen, R., Häkkinen, P., et al. (2007). Specifying computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 2(2–3), 211–224.
29. Koole, S. L. (2009). The psychology of emotion regulation: An integrative review. Cognition & Emotion, 23(1), 4–41. doi:10.1080/02699930802619031.
30. Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19, 335–353.
31. Kreijns, K., Kirschner, P. A., & Vermeulen, M. (2013). Social aspects of CSCL environments: A research framework. Educational Psychologist, 48(4), 229–242.
32. Kwon, K., Liu, Y.-H., & Johnson, L. P. (2014). Group regulation and social-emotional interactions observed in computer supported collaborative learning: Comparison between good vs. poor collaborators. Computers & Education, 78, 185–200.
33. Lajoie, S. P., Lee, L., Poitras, E., Bassiri, M., Kazemitabar, M., Cruz-Panesso, I., et al. (2015). The role of regulation in medical student learning in small groups: Regulating oneself and others’ learning and emotions. Computers in Human Behavior, 52, 601–616. doi:10.1016/j.chb.2014.11.073.
34. Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. K. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36(1), 13–24. doi:10.1016/j.cedpsych.2010.09.001.
35. Malmberg, J., Järvelä, S., Järvenoja, H., & Panadero, E. (2015). Promoting socially shared regulation of learning in CSCL: Progress of socially shared regulation among high-and low-performing groups. Computers in Human Behavior, 52, 562–572.
36. Marks, M., Mathieu, J., & Zaccaro, S. (2001). A temporally based framework and taxonomy of team processes. The Academy of Management Review, 26(3), 356–376. doi:10.5465/AMR.2001.4845785.
37. Martins, L. L., Gilson, L. L., & Maynard, M. T. (2004). Virtual teams: What do we know and where do we go from here? Journal of Management, 30(6), 805–835. doi:10.1016/j.jm.2004.05.002.
38. McCaslin, M., & Good, T. L. (1996). The informal curriculum. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 622–670). New York: Simon & Schuster Macmillan.
39. Miles, M. B., Huberman, A. M., & Saldaña, J. (2013). Qualitative data analysis: A methods sourcebook. Beverly Hills, CA: SAGE Publications.
40. Miller, M., & Hadwin, A. F. (2015). Scripting and awareness tools for regulating collaborative learning: Changing the landscape of support in CSCL. Computers in Human Behavior, 52, 573–588. doi:10.1016/j.chb.2015.01.050.
41. Näykki, P., Järvelä, S., Kirschner, P. A., & Järvenoja, H. (2014). Socio-emotional conflict in collaborative learning—A process-oriented case study in a higher education context. International Journal of Educational Research, 68, 1–14. doi:10.1016/j.ijer.2014.07.001.
42. Orvis, K. L., Wisher, R. A., Bonk, C. J., & Olson, T. M. (2002). Communication patterns during synchronous web-based military training in problem solving. Computers in Human Behavior, 18(6), 783–795.
43. Panadero, E., Kirschner, P. A., Järvelä, S., Malmberg, J., & Järvenoja, H. (2015). How individual self-regulation affects group regulation and performance: A shared regulation intervention. Small Group Research, 46(4), 431–454.
44. Partnership for 21st Century Learning (2007). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework.
45. Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. doi:10.1007/s10648-006-9029-9.
46. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 452–502). San Diego: Academic Press.
47. Pitman, M. A., & Maxwell, J. A. (1992). Qualitative approaches to evaluation: Models and methods. The handbook of qualitative research in education, 729, 770.
48. Rogat, T. K., & Adams-Wiggins, K. R. (2015). Interrelation between regulatory and socioemotional processes within collaborative groups characterized by facilitative and directive other-regulation. Computers in Human Behavior, 52, 589–600. doi:10.1016/j.chb.2015.01.026.
49. Rogat, T. K., & Linnenbrink-Garcia, L. (2011). Socially shared regulation in collaborative groups: An analysis of the interplay between quality of social regulation and group processes. Cognition and Instruction, 29(4), 375–415.
50. Rosenberg, E. L. (1998). Levels of analysis and the organization of affect. Review of General Psychology, 2(3), 247–270.
51. Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (1999). Assessing social presence in asynchronous text-based computer conferencing. International Journal of E-Learning & Distance Education, 14(2), 50–71.
52. Scherer, K. R. (2005). What are emotions? And how can they be measured? Social Science Information, 44(4), 695–729.
53. Schutz, P. A., Distefano, C., Benson, J., & Davis, H. A. (2004). The emotional regulation during test-taking scale. Anxiety, Stress, and Coping, 17(3), 253–269. doi:10.1080/10615800410001710861.
54. Solomon, R. C. (2008). The philosophy of emotions. In M. Lewis, J. M. Haviland-Jones, & L. Feldman Barrett (Eds.), Handbook of emotions (3rd ed., pp. 3–16). New York: Guilford Press.
55. Van den Bossche, P., Gijselaers, H. W., Segers, M., & Kirschner, P. A. (2006). Social and cognitive factors driving teamwork in collaborative learning environments: Team learning beliefs and behaviors. Small Group Research, 37(5), 490–521.
56. Volet, S. (2001). Significance of cultural and motivation variables on students’ attitudes towards group work. Student Motivation (pp. 309–333). US: Springer.
57. Volet, S., & Mansfield, C. (2006). Group work at university: Significance of personal goals in the regulation strategies of students with positive and negative appraisals. Higher Education Research and Development, 25(4), 341–356. doi:10.1080/07294360600947301.
58. Volet, S., Summers, M., & Thurman, J. (2009). High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? Learning and Instruction, 19(2), 128–143. doi:10.1016/j.learninstruc.2008.03.001.
59. Walther, J. B. (1992). Interpersonal effects in computer-mediated interaction: A relational perspective. Communication Research, 19(1), 52–90.
60. Webb, N. M. (2009). The teacher's role in promoting collaborative dialogue in the classroom. British Journal of Educational Psychology, 79(1), 1–28.
61. Webster, E. A., & Hadwin, A. F. (2014). Emotions and emotion regulation in undergraduate studying: Examining students’ reports from a self-regulated learning perspective. Educational Psychology, 1–25. doi:10.1080/01443410.2014.895292.
62. Williams, M. (2007). Building genuine trust through interpersonal emotion management: A threat regulation model of trust and collaboration across boundaries. Academy of Management Review, 32(2), 595–621. doi:10.5465/AMR.2007.24351867.
63. Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated engagement in learning. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Hillsdale: Lawrence Erlbaum.
64. Winne, P. H., & Hadwin, A. F. (2008). The weave of motivation and self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research and applications (pp. 298–314). New York: Lawrence Erlbaum.
65. Winne, P. H., Hadwin, A. F., & Perry, N. E. (2013). Metacognition and computer-supported collaborative learning. In C. E. Hmelo-Silver, C. A. Chinn, C. K. K. Chan, & A. O’Donnell (Eds.), The international handbook of collaborative learning (pp. 462–479). New York: Taylor & Francis.
66. Wosnitza, M., & Volet, S. (2005). Origin, direction and impact of emotions in social online learning. Learning and Instruction, 15(5), 449–464. doi:10.1016/j.learninstruc.2005.07.009.
67. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339.
68. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17.