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

Collaboration in an online environment can be a socially and emotionally demanding task. It requires group members to engage in a great deal of regulation, where favourable emotions need to be sustained for the group’s productive functioning. The purpose of this cross-case analysis was to examine th...

Full description

Saved in:
Bibliographic Details
Published in:Metacognition and learning 2018-04, Vol.13 (1), p.57-90
Main Authors: Bakhtiar, Aishah, Webster, Elizabeth A., Hadwin, Allyson F.
Format: Article
Language:English
Subjects:
Affective Behavior
Assignments
Case Studies
Collaboration
Collaborative learning
Computer Mediated Communication
Cooperation
Cooperative Learning
Education
Educational Environment
Emotional Response
Emotions
Group Dynamics
Internet
Interpersonal Communication
Learning and Instruction
Metacognition
Psychological Patterns
Self Control
Students
Teaching and Teacher Education
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Collaboration in an online environment can be a socially and emotionally demanding task. It requires group members to engage in a great deal of regulation, where favourable emotions need to be sustained for the group’s productive functioning. The purpose of this cross-case analysis was to examine the interplay of two groups’ regulatory processes, regulatory modes, and socio-emotional interactions that contribute to or are influenced by emotions and socio-emotional climate perceived in the group. Specifically, this study compared a group of 4 students unanimously reporting a positive climate to a group of 4 students unanimously reporting a negative climate after completing a 90-min online text-based collaborative assignment. By drawing on two data channels (i.e., observed regulatory actions and socio-emotional interactions during collaboration and self-reported data about emotional beliefs and perceptions), four contrasting group features emerged: (a) incoming conditions served as a foundation for creating a positive collaborative experience, (b) regulation of emotions during initial planning, (c) negative emotions served as a constraint for shared adaptation in the face of a challenge, and (d) encouragement and motivational statements served as effective strategies for creating a positive climate. Implications for researching and supporting emotion regulation in collaborative learning are discussed.
ISSN:1556-1623
1556-1631
DOI:10.1007/s11409-017-9178-x