The Sequential Composition of Collaborative Groups' Emotion Regulation in Negative Socio-Emotional Interactions

Autor/inn/en	Mänty, Kristiina; Järvenoja, Hanna; Törmänen, Tiina
Titel	The Sequential Composition of Collaborative Groups' Emotion Regulation in Negative Socio-Emotional Interactions
Quelle	In: European Journal of Psychology of Education, 38 (2023) 1, S.203-224 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mänty, Kristiina) ORCID (Järvenoja, Hanna) ORCID (Törmänen, Tiina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-021-00589-3
Schlagwörter	Group Dynamics; Cooperative Learning; Emotional Response; Preadolescents; Elementary School Students; Interaction; Science Activities; Motivation; Influences + Suchen Sie Ihr Suchwort? Gruppendynamik; Kooperatives Lernen; Emotionales Verhalten; Pre-adolescence; Präadoleszenz; Interaktion; psychologische; Motivation (psychologisch); Influence; Einfluss; Einflussfaktor
Abstract	Research indicates that to adjust a group's emotional atmosphere for successful collaborative learning, group members need to engage in group-level emotion regulation. However, less is known about the whys and ways regulation is activated at a group level. This research explores what triggers 12-year-old primary school students' (N = 37) negative socio-emotional interactions during a collaborative science task and whether the nature of the trigger makes a difference to group-level emotion regulation strategies and their sequential composition in these interactions. Groups' collaborative working was videotaped, and triggers and strategies were analysed. The results reveal that the triggers of negative interactions are linked to the groups' activated regulation strategies. Motivation control strategies were more represented in situations where negative interactions were triggered by task-related issues, whereas socially related triggers were associated with behavioural regulation strategies. Furthermore, the results illustrate that strategies are concatenated to a series of strategic actions, which mostly begin with sharing an awareness of the trigger. The results indicate a need to focus on the series of strategic actions activated in group interactions. This will help reveal how socially shared regulatory processes build a group's emotional atmosphere. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01