Bridging gaps and moving forward: Building a new model for socioemotional formation and regulation

Educational Psychologist

Volumn 55, Issue 2, 2020, Pages 53-68

  Lobczowski, Nikki G ^a  

^a UNIVERSITY OF NORTH CAROLINA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85079718552     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1080/00461520.2019.1670064     Document Type: Article

References (84)

1. Aldao, A., Nolen-Hoeksema, S., & Schweizer, S., (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical Psychology Review, 30 (2), 217–237. doi: 10.1016/j.cpr.2009.11.004
2. Augustine, A. A., & Hemenover, S. H., (2009). On the relative effectiveness of affect regulation strategies: A meta-analysis. Cognition and Emotion, 23 (6), 1181–1220. doi: 10.1080/02699930802396556
3. Bakhtiar, A., Webster, E. A., & Hadwin, A. F., (2018). Regulation and socio-emotional interactions in a positive and a negative group climate. Metacognition and Learning, 13, 57–90. doi: 10.1007/s11409-017-9178-x.
4. Barrett, L. F., (2006). Solving the emotion paradox: Categorization and the experience of emotion. Personality and Social Psychology Review, 10 (1), 20–46. doi: 10.1207/s15327957pspr1001_2
5. Blair, C., & Raver, C. C., (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–731. doi: 10.1146/annurev-psych-010814-015221
6. Boekaerts, M., (2006). Understanding students' affective processes in the classroom. In P., Schutz & R., Pekrun (Eds.), Emotion in education (pp. 37–56). San Diego: Academic Press.
7. 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, NY: Routledge.
8. Boekaerts, M., & Pekrun, R., (2015). Emotions and emotion regulation in academic settings; Seeing the science within the words. In L., Corno & E. M., Anderman (Eds.), Handbook of educational psychology (3rd ed., pp. 76–90). Washington, DC: American Psychological Association.
9. Bonanno, G. A., & Burton, C. L., (2013). Regulatory flexibility an individual differences perspective on coping and emotion regulation. Perspectives on Psychological Science, 8 (6), 591–612. doi: 10.1177/1745691613504116
10. Brackett, M. A., & Rivers, S. E., (2014). Transforming students’ lives with social and emotional learning. In R., Pekrun & L., Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 368–388). New York, NY: Routledge.
11. Cohen, E. G., & Lotan, R. A., (2014). Designing groupwork: Strategies for the heterogeneous classroom (3rd ed.). New York, NY: Teachers College Press.
12. Dede, C., (2010). Comparing frameworks for 21st century skills. In J., Bellanca & R., Brandt (Eds.), 21st Century skills: Rethinking how students learn (pp. 51–76). Bloomington IN: Solution Tree Press.
13. Denzin, N. K., (1984). A new conception of emotion and social interaction. In N. K., Denzin (Ed.), On understanding emotion (pp. 49–61). San Francisco, CA: Jossey ‐ Bass Publishers.
14. Doré, B. P., Silvers, J. A., & Ochsner, K. N., (2016). Toward a personalized science of emotion regulation. Social and Personality Psychology Compass, 10, 171–187. doi: 10.1111/spc3.12240
15. Duckworth, A. L., Gendler, T. S., & Gross, J. J., (2014). Self-control in school-age children. Educational Psychologist, 49 (3), 199–217. doi: 10.1080/00461520.2014.926225
16. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T., (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14 (1), 4–58. doi: 10.1177/1529100612453266
17. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B., (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432. doi: 10.1111/j.1467-8624.2010.01564.x
18. Efklides, A., (2006). Metacognition and affect: What can metacognitive experiences tell us about the learning process? Educational Research Review, 1 (1), 3–14. doi: 10.1016/j.edurev.2005.11.001
19. Efklides, A., (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46 (1), 6–25. doi: 10.1080/00461520.2011.538645
20. Gratch, J., & Marsella, S., (2004). A domain-independent framework for modeling emotion. Cognitive Systems Research, 5 (4), 269–306. doi: 10.1016/j.cogsys.2004.02.002
21. Greene, J. A., (2018). Self-regulation in education. New York, NY: Routledge.
22. Greene, J. A., Robertson, J., & Costa, L.-J. C., (2011). Assessing self-regulated learning using think-aloud protocol methods. In B. J., Zimmerman & D., Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 313–328). New York, NY: Routledge.
23. Gross, J., (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2 (3), 271–299. doi: 10.1037//1089-2680.2.3.271
24. Gross, J. J., (2015). The extended process model of emotion regulation: Elaborations, applications, and future directions. Psychological Inquiry, 26 (1), 130–137. doi: 10.1080/1047840X.2015.989751
25. Gross, J. J., & John, O. P., (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85 (2), 348–362. doi: 10.1037/0022-3514.85.2.348
26. Haataja, E., Malmberg, J., & Järvelä, S., (2018). Monitoring in collaborative learning: Co-occurrence of observed behavior and physiological synchrony explored. Computers in Human Behavior, 87, 337–347. doi: 10.1016/j.chb.2018.06.007
27. Hadwin, A. F., Järvelä, S., & Miller, M., (2018). Self-regulation, co-regulation, and shared regulation in collaborative learning environments. In D., Schunk & J. A., Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 83–106). New York, NY: Routledge.
28. Isohätälä, J., Näykki, P., Järvelä, S., & Baker, M. J., (2017). Striking a balance: Socio-emotional processes during argumentation in collaborative learning interaction. Learning, Culture and Social Interaction, 18, 1–19. doi: 10.1016/j.lcsi.2017.09.003
29. Jacobs, S. E., & Gross, J. J., (2014). Emotion regulation in education: Conceptual foundations, current applications, and future directions. In R., Pekrun & L., Linnenbrink-Garcia. (Eds.), International handbook of emotions in education (pp. 183–202). New York, NY: Routledge.
30. Jakobs, E., Manstead, A. S. R., & Fischer, A. H., (1996). Social context and the experience of emotion. Journal of Nonverbal Behavior, 20 (2), 123–142. doi: 10.1007/BF02253073
31. Järvelä, S., & Hadwin, A. F., (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48 (1), 25–39. doi: 10.1080/00461520.2012.748006
32. Järvelä, S., & Järvenoja, H., (2011). Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record, 113 (2), 350–374.
33. Järvelä, S., Kätsyri, J., Ravaja, N., Chanel, G., & Henttonen, P., (2016). Intragroup emotions: Physiological linkage and social presence. Frontiers in Psychology, 7, 1–11. doi: 10.3389/fpsyg.2016.00105.
34. 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. doi: 10.1007/s11412-016-9238-2
35. Järvelä, S., Kirschner, P. A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., … Järvenoja, H., (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
36. Järvelä, S., Malmberg, J., Sobocinski, M., Haataja, E., & Kirschner, P., (in press). What multimodal data tell about self regulated learning process? Learning and Instruction. doi: 10.1016/j.learninstruc.2019.04.004
37. Järvenoja, H., & Järvelä, S., (2013). Regulating emotions together for motivated collaboration. In M., Baker, J., Andreissen, & S., Järvelä (Eds.), Affective learning together (pp. 162–182). New York, NY: Routledge.
38. Järvenoja, H., Volet, S., & Järvelä, S., (2013). Regulation of emotions in socially challenging learning situations: An instrument to measure the adaptive and social nature of the regulation process. Educational Psychology, 33 (1), 31–58. doi: 10.1080/01443410.2012.742334
39. Johnson, D. W., & Johnson, R. T., (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5th ed.). Boston, MA: Allyn & Bacon.
40. Kappas, A., (2013). Social regulation of emotion: Messy layers. Frontiers in Psychology, 4, 1–11. doi: 10.3389/fpsyg.2013.00051
41. 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. doi: 10.1016/j.compedu.2014.06.004
42. Lajoie, S. P., Lee, L., Poitras, E., Bassiri, M., Kazemitabar, M., Cruz-Panesso, I., … Lu, J., (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
43. Lewis, M. D., (2005). Bridging emotion theory and neurobiology through dynamic systems modeling. Behavioral and Brain Sciences, 28 (2), 169–194. doi: 10.1017/S0140525X0500004X
44. Lobczowski, N. G., (2019). Building from the inside out: The formation and regulation of emotions in collaborative learning. (Doctoral Dissertation.) Retrieved from ProQuest Dissertations & Theses Global (Order number: 13858574).
45. Lyons, K. M., (2019). Characterizing and exploring differences in pharmacy students' motivation and motivation co-construction in collaborative learning. (Doctoral Dissertation.) Retrieved from ProQuest Dissertations & Theses Global. (Order number: 13856973).
46. Manstead, A. S., & Fischer, A. H., (2001). Social appraisal: The social world as object of and influence on appraisal. In K. R., Scherer, A., Schorr, & T., Johnstone (Eds.), Appraisal processes in emotion: Theory, methods, research (pp. 221–232). New York, NY: Oxford University Press.
47. Meece, J. L., Anderman, E. M., & Anderman, L. H., (2006). Classroom goal structures, student motivation, and academic achievement. Annual Review of Psychology, 57 (1), 487–504. doi: 10.1146/annurev.psych.56.091103.070258
48. Mitchell, R., Boyle, B., Parker, V., Giles, M., Joyce, P., & Chiang, V., (2014). Transformation through tension: The moderating impact of negative affect on transformational leadership in teams. Human Relations, 67 (9), 1095–1121.
49. Miyake, N., & Kirschner, P. A., (2014). The social and interactive dimensions of collaborative learning. In R. K., Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed., pp. 418–438). Cambridge, UK: Cambridge University Press.
50. 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
51. Nelson, T. O., & Narens, L., (1990). Metamemory: A theoretical framework and new findings. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 26, pp. 125–141). New York, NY: Academic. doi: 10.1016/S0079-7421(08)60053-5
52. Onwuegbuzie, A. J., & Leech, N. L., (2007). Validity and qualitative research: An oxymoron? Quality & Quantity, 41 (2), 233–249. doi: 10.1007/s11135-006-9000-3
53. Panadero, E., (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. doi: 10.3389/fpsyg.2017.00422
54. Parkinson, B., & Totterdell, P., (1999). Classifying affect-regulation strategies. Cognition & Emotion, 13 (3), 277–303. doi: 10.1080/026999399379285
55. 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
56. Pekrun, R., Goetz, T., Titz, W., & Perry, R., (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37 (2), 91–105. doi: 10.1207/S15326985EP3702_4
57. Pekrun, R., & Perry, R. P., (2014). Control-Value Theory of achievement emotions. In R., Pekrun & L., Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 120–141). New York, NY: Routledge.
58. Peña-Sarrionandia, A., Mikolajczak, M., & Gross, J. J., (2015). Integrating emotion regulation and emotional intelligence traditions: A meta-analysis. Frontiers in Psychology, 6, 1–27. doi: 10.3389/fpsyg.2015.00160.
59. Perry, R. P., Hall, N. C., & Ruthig, J. C., (2005). Perceived (academic) control and scholastic attainment in higher education. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research (pp. 363–436). Dordrecht, the Netherlands: Springer. doi: 10.1007/1-4020-3279-x_7
60. 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), Burlington, MA; Elsevier Academic Press.
61. Plutchik, R., (2001). The nature of emotions: Human emotions have deep evolutionary roots, a fact that may explain accurate and comprehensive theory. Perspectives on Psychological Science, 2, 281–296.
62. Quoidbach, J., Berry, E. V., Hansenne, M., & Mikolajczak, M., (2010). Positive emotion regulation and well-being: Comparing the impact of eight savoring and dampening strategies. Personality and Individual Differences, 49 (5), 368–373. doi: 10.1016/j.paid.2010.03.048
63. Reeck, C., Ames, D. R., & Ochsner, K. N., (2016). The social regulation of emotion: An integrative, cross-disciplinary model. Trends in Cognitive Sciences, 20 (1), 47–63. doi: 10.1016/j.tics.2015.09.003
64. Rimé, B., (2007). Interpersonal emotion regulation. In J., Gross (Ed.), Handbook of emotion regulation (pp. 466–485). New York, NY: The Guildford Press.
65. 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
66. 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. doi: 10.1080/07370008.2011.607930
67. Scherer, K. R., (2005). What are emotions? And how can they be measured? Social Science Information, 44 (4), 695–729. doi: 10.1177/0539018405058216
68. Scherer, K. R., (2009). The dynamic architecture of emotion: Evidence for the component process model. Cognition & Emotion, 23 (7), 1307–1351. doi: 10.1080/02699930902928969
69. Scherer, K. R., (2013). The nature of dynamics of relevance and valence appraisals: Theoretical advances and recent evidence. Emotion Review, 5 (2), 150–162. doi: 10.1177/1754073912468166
70. Shulman, V., & Scherer, K. R., (2014). Concepts and structures of emotions. In R., Pekrun & L., Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 120–141). New York, NY: Routledge.
71. Slavin, R. E., (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21 (1), 43–69. doi: 10.1006/ceps.1996.0004
72. Smith, C. A., & Lazarus, R. S., (1990). Emotion and adaptation. In L. A., Pervin (Ed.) Handbook of Personality: Theory and Research (pp. 609–637), New York, NY: Guilford Publications. doi: 10.1016/0191-8869(91)90043-b.
73. van Kleef, G. A., (2009). How emotions regulate social life the emotions as social information (EASI) model. Current Directions in Psychological Science, 18 (3), 184–188. doi: 10.1111/j.1467-8721.2009.01633.x.
74. van Kleef, G. A., (2016). The interpersonal dynamics of emotion: Toward an integrative theory of emotions as social information. Cambridge, UK: Cambridge University Press.
75. van Kleef, G. A., Cheshin, A., Fischer, A. H., & Schneider, I. K., (2016). The social nature of emotions. Frontiers in Psychology, 7, 1–5. doi: 10.3389/fpsyg.2016.00896
76. 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.
77. Webb, T. L., Miles, E., & Sheeran, P., (2012). Dealing with feeling: A meta-analysis of the effectiveness of strategies derived from the process model of emotional regulation. Psychological Bulletin, 138, 775–808. doi: 10.1037/a0027600
78. Webster, E. A., & Hadwin, A. F., (2015). Emotions and emotion regulation in undergraduate studying: Examining students’ reports from a self-regulated learning perspective. Educational Psychology, 35 (7), 794–818. doi: 10.1080/01443410.2014.895292
79. Weinberger, A., & Fischer, F., (2006). A framework to analyze argumentative knowledge construction in computer-supporter collaborative learning. Computers & Education, 46, 71–95. doi: 10.1016/j.compedu.2005.04.003
80. Weiner, B., (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92 (4), 548–573. doi: 10.1037//0033-295X.92.4.548
81. Winne, P. H., & Hadwin, A. F., (1998). 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. 297–314). Mahwah, NJ: Erlbaum.
82. Wolcott, M. D., Lobczowski, N. G., Lyons, K., & McLaughlin, J. E., (2019). Design-based research: Connecting theory and practice in pharmacy educational intervention research. Currents in Pharmacy Teaching and Learning, 11 (3), 309–318. doi: 10.1016/j.cptl.2018.12.002
83. Wolters, C. A., (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38 (4), 189–205. doi: 10.1207/S15326985EP3804_1
84. Zins, J. E., & Elias, M. J., (2007). Social and emotional learning: Promoting the development of all students. Journal of Educational and Psychological Consultation, 17 (2–3), 233–255. doi: 10.1080/10474410701413152